BACKGROUND: Previous studies have compared the usefulness of teaching associates versus mannequin trainers for learning physical exam skills. Little work has been done to assess the usefulness of mannequin trainers prior to students' interaction with teaching associates. PURPOSE: We studied the effects of mannequin-based simulators on student comfort levels toward learning the male genitourinary examination. METHODS: First-year medical students (N = 346) were surveyed before and after a mannequin-based curriculum to assess their comfort levels toward learning the male genitourinary examination. RESULTS: The mannequin-based curriculum significantly increased (p < .001) student comfort levels toward the male genitourinary exam. However, the pre-post improvements were small, and on average students only progressed from being "very uncomfortable" to "somewhat comfortable." The intimate nature of the examination was the top cause of anxiety toward learning the male genitourinary exam. Students were least comfortable with the digital rectal examination at the beginning of class. CONCLUSIONS: We suggest that mannequin-based simulators be used prior to students' experience with male teaching associates when learning the male genitourinary exam.
BACKGROUND: Previous studies have compared the usefulness of teaching associates versus mannequin trainers for learning physical exam skills. Little work has been done to assess the usefulness of mannequin trainers prior to students' interaction with teaching associates. PURPOSE: We studied the effects of mannequin-based simulators on student comfort levels toward learning the male genitourinary examination. METHODS: First-year medical students (N = 346) were surveyed before and after a mannequin-based curriculum to assess their comfort levels toward learning the male genitourinary examination. RESULTS: The mannequin-based curriculum significantly increased (p < .001) student comfort levels toward the male genitourinary exam. However, the pre-post improvements were small, and on average students only progressed from being "very uncomfortable" to "somewhat comfortable." The intimate nature of the examination was the top cause of anxiety toward learning the male genitourinary exam. Students were least comfortable with the digital rectal examination at the beginning of class. CONCLUSIONS: We suggest that mannequin-based simulators be used prior to students' experience with male teaching associates when learning the male genitourinary exam.
Authors: Mansour A Al Asmri; James Ennis; Robert John Stone; Fernando Bello; M Sayeed Haque; Jim Parle Journal: BMJ Simul Technol Enhanc Learn Date: 2020-08-01
Authors: Shlomi Laufer; Anne-Lise D D'Angelo; Calvin Kwan; Rebbeca D Ray; Rachel Yudkowsky; John R Boulet; William C McGaghie; Carla M Pugh Journal: Ann Surg Date: 2017-12 Impact factor: 12.969