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Gynaecology Teaching Associates in Medical Education-A Scoping Review
Caitlin Kelly1, Emily Bell1, Megan E L Brown1
1School of Medicine, Newcastle University, Newcastle Upon Tyne, UK.
The Clinical Teacher
|June 10, 2026
Summary
Gynaecology Teaching Associates (GTAs) improve medical student pelvic exam skills and reduce anxiety. However, financial and ethical challenges, including GTA well-being and labor concerns, require further research for equitable implementation.
Area of Science:
- Medical Education
- Gynaecology
- Clinical Skills Training
Background:
- Pelvic examination is a critical yet anxiety-inducing skill for medical students.
- Traditional teaching methods often separate technical skills from ethical and relational practice.
- Gynaecology Teaching Associates (GTAs) offer an embodied teaching model using their own bodies for feedback.
Purpose of the Study:
- To map existing knowledge on Gynaecology Teaching Associates (GTAs).
- To identify represented perspectives within GTA research.
- To explore factors influencing the implementation of GTA programs.
Main Methods:
- A comprehensive scoping review was conducted following Arksey and O'Malley's framework.
- Extensive database searches (MEDLINE, Embase, PsycINFO, ERIC, Scopus) were performed.
- Thematic synthesis was used to analyze 83 included sources.
Main Results:
- GTA programs show consistent benefits: reduced student anxiety, increased confidence, and improved communication skills.
- Financial and logistical challenges pose barriers to GTA program implementation.
- Ethical considerations regarding GTA well-being and labor persist, despite advancements over historical practices.
Conclusions:
- GTAs offer a significant pedagogical and ethical advancement in pelvic examination teaching.
- Further research should focus on longitudinal, multi-institutional studies.
- Prioritizing patient-centered outcomes and co-produced standards is crucial for sustainable and equitable GTA program implementation.
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