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Related Experiment Videos

Student response to gynecologic teaching associates.

C R Beckmann, B F Sharf, B M Barzansky

    American Journal of Obstetrics and Gynecology
    |August 1, 1986
    PubMed
    Summary

    Gynecologic teaching associates enhance medical education by teaching essential breast and pelvic exam skills. Students highly value their professionalism, feedback, and ability to reduce anxiety, confirming the model's effectiveness.

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    Area of Science:

    • Medical Education
    • Gynecologic Skills Training

    Background:

    • Gynecologic teaching associates (GTAs) are crucial for teaching breast and pelvic examinations in North American medical schools.
    • Previous evaluations focused on faculty perceptions and skill retention, neglecting student perspectives on program effectiveness and value.

    Purpose of the Study:

    • To evaluate student perceptions of a gynecologic teaching associate program at the University of Illinois at Chicago.
    • To assess the program's organization, content, teaching associate effectiveness, and impact on student learning outcomes.

    Main Methods:

    • Student evaluations of the gynecologic teaching associate program were collected.
    • Data analysis focused on ratings of program components, teaching associate attributes, and perceived learning gains.

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    Main Results:

    • Students provided high ratings for program organization, content, and the knowledge, ability, and professionalism of GTAs.
    • Immediate feedback and anxiety reduction during sessions were highlighted as key benefits.
    • Students reported greater perceived ability in breast examination compared to pelvic examination but felt they learned more about both skills during the sessions.

    Conclusions:

    • The gynecologic teaching associate model is a valuable component of medical education.
    • Student feedback underscores the importance of GTAs in developing essential gynecologic examination skills and fostering a positive learning environment.