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Use of mannequin-based simulation to decrease student anxiety prior to interacting with male teaching associates.

Carla M Pugh1, Katherine Blossfield Iannitelli, Deborah Rooney

  • 1Department of Surgery, University of Wisconsin, Madison, Wisconsin 53792, USA. pugh@surgery.wisc.edu

Teaching and Learning in Medicine
|April 12, 2012
PubMed
Summary
This summary is machine-generated.

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Mannequin simulators improved medical students' comfort with the male genitourinary exam. While improvements were modest, using simulators before interacting with teaching associates is recommended for this sensitive physical exam skill.

Area of Science:

  • Medical Education
  • Simulation-Based Learning
  • Urology Training

Background:

  • Existing research compares teaching associates and mannequin trainers for physical exam skills.
  • Limited data exists on the efficacy of using mannequin trainers before student-associate interactions.

Purpose of the Study:

  • To evaluate the impact of mannequin-based simulators on medical students' comfort levels.
  • To assess comfort specifically for learning the male genitourinary examination.

Main Methods:

  • A pre-post survey design was employed.
  • First-year medical students (N=346) completed surveys assessing comfort with the male genitourinary exam.
  • Surveys were administered before and after a mannequin-based curriculum.

Related Experiment Videos

Main Results:

  • The mannequin curriculum significantly increased comfort with the male genitourinary exam (p < .001).
  • Pre-post comfort improvements were small, moving from "very uncomfortable" to "somewhat comfortable" on average.
  • Anxiety stemmed primarily from the intimate nature of the exam; the digital rectal examination was the least comfortable component initially.

Conclusions:

  • Mannequin-based simulators should precede interactions with male teaching associates for genitourinary exam training.
  • This approach may help mitigate student anxiety associated with intimate physical examinations.