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Abstract
Background: For fifth-year undergraduates of the medical school, a project with simulated patients (Intimate Examination Associates, IEA) was implemented in 2002 at the University of Antwerp. In this project, students from the new curriculum (NC) learned uro-genital, rectal, gynaecological and breast examination in healthy, trained volunteers and received feedback focused on personal attitude, technical and communication skills. Former curriculum (FC) students however trained these skills only during internship in the sixth year after a single training on manikins.
Aims: This study assessed the effect of learning intimate examinations with IEAs by comparing students from FC and NC on four different outcome parameters.
Methods: Three groups were compared: FC after internships without IEA training, NC after internships with IEA training and fifth year NC immediately after the IEA training. Four assessment instruments: an OSCE using checklists and global rating scales to assess the technical skills, a score list on students attitudes and performance filled in by the IEAs, a student questionnaire on self-assessed competence and a questionnaire on the frequency of performing intimate skills during internships.
Results: Both NC groups scored globally better in the OSCE (significance for male examination). Sub-scores for ‘completeness’ and ‘systematic’ approach was significantly higher in both NC groups for male and female examinations. NC students reported better self-assessed competence and performance concerning gynaecological and urological clinical and communication skills during internship. The best results were obtained after IEA training and internship was done for the four outcomes. IEAs are influenced by the ‘experienced’ students after internship: FC and NC after internship both scored better than the fifth year NC who only received the IEA training so far.
Conclusion: Learning intimate examinations with IEAs has a positive effect on the performance of medical students. This beneficial effect is on its turn reinforced during internships.
Additional information
Notes on contributors
Kristin Hendrickx
KRISTIN HENDRICKX, MD, PhD, conception and design, acquisition of data, analysis and interpretation of data, drafting the article or revising it critically for important intellectual content, final approval of the version to be published.
Benedicte De Winter
DE WINTER B. Y., Prof. MD, PhD, conception and design, acquisition of data, analysis and interpretation of data, drafting the article or revising it critically for important intellectual content, final approval of the version to be published.
Wiebren Tjalma
TJALMA W. A. A., Prof. MD, PhD, acquisition of data, revising critically for important intellectual content, final approval of the version to be published.
Dirk Avonts
AVONTS D, Prof. MD, PhD, revising critically for important intellectual content, final approval of the version to be published.
Griet Peeraer
PEERAER G, acquisition of data, revising critically for important intellectual content, final approval of the version to be published.
Jean-Jacques Wyndaele
WYNDAELE J. J., Prof. MD, PhD, acquisition of data, drafting the article or revising it critically for important intellectual content, final approval of the version to be published.