BACKGROUND: during traditional teaching of digital rectal examination (DRE), accurate visual demonstration is not possible, because the examining finger is hidden from view. The aim of this study was to identify the steps involved in performing DRE and the ability of teachers to verbalize and demonstrate these steps. METHODS: a "cut-away" bench-top DRE simulator (with an integrated camera) was created to allow observation of internal finger movements, with a tripod-mounted camera providing an external view. A 2-stage task analysis involved video and audio data from 20 clinicians. RESULTS: DRE was deconstructed into 49 procedural steps, many of which were observed but not verbalized. The mean percentage of steps verbalized and/or observed was 54 ± 9.2% (range, 36%-70%). In addition, there were 12 critical decision points considered necessary to direct students to safe practice. CONCLUSIONS: this novel methodology identified the steps involved in performing DRE, including those likely to be omitted during traditional teaching. 2011 Elsevier Inc. All rights reserved.
BACKGROUND: during traditional teaching of digital rectal examination (DRE), accurate visual demonstration is not possible, because the examining finger is hidden from view. The aim of this study was to identify the steps involved in performing DRE and the ability of teachers to verbalize and demonstrate these steps. METHODS: a "cut-away" bench-top DRE simulator (with an integrated camera) was created to allow observation of internal finger movements, with a tripod-mounted camera providing an external view. A 2-stage task analysis involved video and audio data from 20 clinicians. RESULTS: DRE was deconstructed into 49 procedural steps, many of which were observed but not verbalized. The mean percentage of steps verbalized and/or observed was 54 ± 9.2% (range, 36%-70%). In addition, there were 12 critical decision points considered necessary to direct students to safe practice. CONCLUSIONS: this novel methodology identified the steps involved in performing DRE, including those likely to be omitted during traditional teaching. 2011 Elsevier Inc. All rights reserved.
Authors: Christoph Nikendei; Katja Diefenbacher; Nadja Köhl-Hackert; Heike Lauber; Julia Huber; Anne Herrmann-Werner; Wolfgang Herzog; Jobst-Hendrik Schultz; Jana Jünger; Markus Krautter Journal: BMC Med Educ Date: 2015-02-01 Impact factor: 2.463
Authors: Theerapat Muangpoon; Reza Haghighi Osgouei; David Escobar-Castillejos; Christos Kontovounisios; Fernando Bello Journal: J Med Internet Res Date: 2020-08-13 Impact factor: 5.428