Student attitudes to peer physical examination: A qualitative study of changes in expressed willingness to participate

Abstract

Background: A number of studies have explored student attitudes to examining each other (peer physical examination: PPE). Differences have emerged in whether students prefer to be examined by friends or strangers. Changes have been reported in how students feel about PPE if asked before or after the PPE programme commences.

Research intention: Since a Grounded Theory paradigm was employed, there was no formal research hypothesis: the research intention was to explore factors which might underlie changes in student willingness to undertake PPE following familiarity with the process.

Methods: Students who had completed an Examining Fellow Students Questionnaire at the beginning and end of the academic year, and who had indicated a change in willingness to participate, were invited to attend focus groups. Four focus groups were convened and transcripts were analysed for common themes.

Results: Surprisingly, students downplayed the significance of changes. Also unexpectedly, dichotomous views emerged on familiarity, with some students preferring friends for examination and others preferring strangers. Staff embarrassment also emerged as a factor inhibiting student participation.

Conclusions: The significance of reported changes in attitudes to PPE may have been exaggerated. Proposals for increasing the willingness of students to participate in PPE are developed from the emergent themes.

Additional information

Notes on contributors

J.C. McLachlan

JOHN MCLACHLAN, PhD, is the Associate Dean for Undergraduate Medicine and professor of medical education at Durham University. He is a National Teaching Fellow. His interests lie in assessment theory and practice and in novel methods of teaching anatomy.

P. White

PAMELA WHITE, is a Teaching Fellow in Anatomy at Durham University. Her research interests include medical education and widening participation.

L. Donnelly

LEO DONNELLY, PhD, is a lecturer in Anatomy at Durham University. His research interests are in the development and evaluation of anatomy teaching methods and learning resources, and in the use of personal digital assistants by undergraduates.

D. Patten

DEBRA PATTEN, PhD, is a lecturer in Anatomy and Medical Education at Durham University. Her research interests are in the development and evaluation of anatomy teaching methods and learning resources.