Evaluation of an 'unannounced' CDROM to help undergraduate medical students to learn female pelvic examination

Abstract

Aims: We sought to assess the value of the ‘Sensitive Examination Training’ (SET) CDROM package as an unannounced additional resource as part of vaginal examination training in a medical programme. Background: Increasingly, practical skills training is supplemented by multimedia/elearning resources. Method: We conducted a prospective, controlled trial of an educational intervention. Four consecutive groups of final year medical students (trainee interns) took part during their fiveweek Obstetrics and Gynaecology attachment (two groups at the end of an academic year and two at the start). Two groups were given an unannounced copy of the SET CDROM; the other two acted as controls. All four groups completed a form at the end of their block, which included: six case-based short answer questions (SAQs), self-rated competence and confidence, resources used for updating knowledge and skills, and learning strategies employed. Results: Sixty-three students were eligible and 42 participated. The SET intervention group rated their competence in bimanual examination significantly higher than controls, otherwise between-group competence ratings were similar. There were no significant differences between-group in confidence ratings by allocation or year group. There were no significant differences in the SAQ performance between the SET group and controls, however SET students were less likely to have felt they needed an update. Interaction with health professionals was the commonest learning strategy employed. Conclusions: The impact of the SET CDROM on students’ learning is uncertain. A more open design with a signalled intervention might have provided clearer information on its influence. Students displayed conservative, apprentice-style help-seeking behaviour to address their learning.