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

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dc.contributor.author Wearn, Andrew en
dc.contributor.author Roberts, Helen en
dc.contributor.author Bhoopatkar, Harsh en
dc.contributor.author Kerse, Ngaire en
dc.date.accessioned 2011-12-05T19:17:49Z en
dc.date.issued 2010 en
dc.identifier.citation Focus on Health Professional Education: A Multi-Discipline Journal 11(3):22-32 2010 en
dc.identifier.issn 1442-1100 en
dc.identifier.uri http://hdl.handle.net/2292/9773 en
dc.description.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. en
dc.publisher Anzame en
dc.relation.ispartofseries Focus on Health Professional Education: A Multi Discipline Journal en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/1442-1100/ en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Evaluation of an 'unannounced' CDROM to help undergraduate medical students to learn female pelvic examination en
dc.type Journal Article en
pubs.issue 3 en
pubs.begin-page 22 en
pubs.volume 11 en
dc.rights.holder Copyright: Anzame en
pubs.author-url http://search.informit.com.au/documentSummary;dn=406777377151785;res=IELHSS en
pubs.end-page 32 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 91510 en
pubs.org-id Medical and Health Sciences en
pubs.org-id Faculty Administration FMHS en
pubs.org-id Centre for Medical and Health Sciences Education en
pubs.org-id Population Health en
pubs.record-created-at-source-date 2010-09-01 en

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