A Qualitive Study of the Impact and Acceptability of Gynaecological Teaching Associates

This article was migrated. The article was marked as recommended. ObjectivesDeclining clinical exposure in female pelvic examination, increasing student numbers and the intimate nature of the examination poses challenges for medical student training. This study explores the experience and acceptability of all stakeholders involved in a novel method of pelvic examination teaching with the use of expert patients called 'Gynaecological Teaching Associates' (GTAs). An additional aim was to ascertain the motivation of lay women to become GTAs.MethodsA qualitative study was conducted with participants including medical students, teaching and non-teaching faculty members and GTAs. Data was collected through semi-structured interviews, a group interview with a supplemental interview, and non-participant observation (NPO). Twenty students, eight faculty staff, and four GTAs were interviewed, and NPO was accomplished during teaching sessions.AnalysisSequential thematic analysis was conducted on all transcripts. Data from both field notes and interview transcripts was triangulated to establish the validity of findings.ResultsMedical students found GTA teaching acceptable and reported an increased confidence in undertaking female pelvic examinations. They reported a lack of opportunities for male medical students to obtain exposure to, and experience of, gynaecological examination prior to the introduction of the GTA teaching. Other themes included overcoming the intimate nature of the examination, comparing manikin to GTA teaching, and the positive impact on clinical practice. Potential drawbacks included the perception of this "abnormal" teaching method amongst the general public. Lay women volunteered due to the rewarding nature of teaching and the benefit provided to the students.ConclusionGTA teaching has been described as a positive experience by all stakeholders. Acceptability has been established with positive outcomes noted for students. GTA motivation was noted to be altruistic. There are some concerns documented, especially the ability to recruit and monitor an effective GTA teaching programme, as well as to ensure the safety of the GTAs themselves.