The effects of two methods of pelvic examination instruction on student performance and anxiety

The impact of two methods of pelvic examination instruction on student performance and anxiety was examined. Forty second-year medical students were randomly assigned either to an experimental group which received initial pelvic examination instruction from professional patients or to a control group which received this instruction from a gynecologist with a clinic patient. Results revealed no significant difference between experimental and control subjects in subsequent performance of the pelvic examination, on heart rate, or on perceived anxiety using one anxiety inventory. However, significant differences were found using a second anxiety instrument. The cost per student examination was twice as much for the clinic-patient group as for the professional-patient group. These findings are discussed in relation to prior research and instructional practices.