Recent high profile malpractice cases have challenged the ethical integrity of the medical profession like never before [2, 3] and have resulted in enormous pressure on the medical profession to ensure that unethical practices are challenged and prevented. In response to this, the ‘bar-has-been-raised’ for medical educators as to the importance of teaching undergraduate medical students how to conduct an intimate examination in the correct and professional way. This may include breast, pelvic, testicular or rectal examination and involves patient examination and communication skills. Although the notion of using real people to teach medical students intimate examinations is not new, working with simulated patients to assist and teach medical students how to conduct testicular examination is considered within a UK clinical skills department [9, 10, 17]. Five male simulated patients were recruited and trained to work along side a clinical facilitator in the delivery of testicular examination for undergraduate medical students within a UK clinical skills department. The students were taught how to conduct a testicular examination with the use of a manikin and then through the use of a given scenario, they conducted a clinical examination of the simulated male patient with subsequent feedback. Following delivery of sessions over a clinical year, 120 questionnaires were distributed to undergraduate medical students to evaluate the delivered sessions. The findings highlight that working with a simulated patient improved the student’s ability to conduct a testicular examination and to communicate more effectively during the examination.
|Journal||International Journal of Clinical Skills|
|Publication status||Published - 2010|