Pelvic Examination Training for Interns: A Randomized Controlled Trial

Jerome E. Herbers, Lois Wessel, Jehan El-Bayoumi, Sheik N. Hassan, Joan St. Onge

Research output: Contribution to journalArticle

19 Citations (Scopus)

Abstract

Purpose. To evaluate the effectiveness of pelvic examination training for internal medicine interns conducted by instructors who also serve as models for the examination. Method. In 2001, 80 interns from three university internal medicine residencies completed questionnaires about their experiences with pelvic examinations. Interns who were available for training underwent baseline assessment of their pelvic examination skills and were randomized to training or to a control group that received only educational literature. Skills were assessed with a 29-item checklist at baseline and at follow-up by evaluators blinded to group assignment, and interrater agreement was estimated by review of audiotapes. Results. Seventy-two interns were randomized and underwent baseline skills assessment. Seventy interns returned for follow-up assessment after approximately 14 weeks (range, 10-17 weeks). The 39 interns randomized to training and 33 randomized to the control group did not differ with respect to age, gender, or prior pelvic examination training. In both groups there was substantial variability in skills at baseline, with graduates of U.S. medical schools scoring significantly higher than did graduates of non-U.S. medical schools (0.66 versus 0.41, p < 10 -5). Interns randomized to training had significantly higher scores at follow-up than did interns in the control group (0.79 versus 0.57, p < 10 -6). For seven items verifiable by audiotape, interrater agreement was good (overall κ, 0.54; range among items, 0.3-0.85). Conclusion. Specialized trainers can reliably evaluate and improve the pelvic examination skills of interns, and improvements are demonstrable three months after training. Further research is needed to ascertain whether training efficiency can be improved and to measure the impact of training on patient satisfaction and clinical outcomes.

Original languageEnglish (US)
Pages (from-to)1164-1169
Number of pages6
JournalAcademic Medicine
Volume78
Issue number11
DOIs
StatePublished - Nov 2003
Externally publishedYes

Fingerprint

Gynecological Examination
Randomized Controlled Trials
examination
Tape Recording
Internal Medicine
Medical Schools
Control Groups
Literature
Group
Internship and Residency
Checklist
Patient Satisfaction
graduate
medicine
school
Research
instructor
efficiency
questionnaire
university

ASJC Scopus subject areas

  • Nursing(all)
  • Public Health, Environmental and Occupational Health
  • Education

Cite this

Pelvic Examination Training for Interns : A Randomized Controlled Trial. / Herbers, Jerome E.; Wessel, Lois; El-Bayoumi, Jehan; Hassan, Sheik N.; St. Onge, Joan.

In: Academic Medicine, Vol. 78, No. 11, 11.2003, p. 1164-1169.

Research output: Contribution to journalArticle

Herbers, Jerome E. ; Wessel, Lois ; El-Bayoumi, Jehan ; Hassan, Sheik N. ; St. Onge, Joan. / Pelvic Examination Training for Interns : A Randomized Controlled Trial. In: Academic Medicine. 2003 ; Vol. 78, No. 11. pp. 1164-1169.
@article{9165acc505c047c18eadd15518058a7d,
title = "Pelvic Examination Training for Interns: A Randomized Controlled Trial",
abstract = "Purpose. To evaluate the effectiveness of pelvic examination training for internal medicine interns conducted by instructors who also serve as models for the examination. Method. In 2001, 80 interns from three university internal medicine residencies completed questionnaires about their experiences with pelvic examinations. Interns who were available for training underwent baseline assessment of their pelvic examination skills and were randomized to training or to a control group that received only educational literature. Skills were assessed with a 29-item checklist at baseline and at follow-up by evaluators blinded to group assignment, and interrater agreement was estimated by review of audiotapes. Results. Seventy-two interns were randomized and underwent baseline skills assessment. Seventy interns returned for follow-up assessment after approximately 14 weeks (range, 10-17 weeks). The 39 interns randomized to training and 33 randomized to the control group did not differ with respect to age, gender, or prior pelvic examination training. In both groups there was substantial variability in skills at baseline, with graduates of U.S. medical schools scoring significantly higher than did graduates of non-U.S. medical schools (0.66 versus 0.41, p < 10 -5). Interns randomized to training had significantly higher scores at follow-up than did interns in the control group (0.79 versus 0.57, p < 10 -6). For seven items verifiable by audiotape, interrater agreement was good (overall κ, 0.54; range among items, 0.3-0.85). Conclusion. Specialized trainers can reliably evaluate and improve the pelvic examination skills of interns, and improvements are demonstrable three months after training. Further research is needed to ascertain whether training efficiency can be improved and to measure the impact of training on patient satisfaction and clinical outcomes.",
author = "Herbers, {Jerome E.} and Lois Wessel and Jehan El-Bayoumi and Hassan, {Sheik N.} and {St. Onge}, Joan",
year = "2003",
month = "11",
doi = "10.1097/00001888-200311000-00019",
language = "English (US)",
volume = "78",
pages = "1164--1169",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "11",

}

TY - JOUR

T1 - Pelvic Examination Training for Interns

T2 - A Randomized Controlled Trial

AU - Herbers, Jerome E.

AU - Wessel, Lois

AU - El-Bayoumi, Jehan

AU - Hassan, Sheik N.

AU - St. Onge, Joan

PY - 2003/11

Y1 - 2003/11

N2 - Purpose. To evaluate the effectiveness of pelvic examination training for internal medicine interns conducted by instructors who also serve as models for the examination. Method. In 2001, 80 interns from three university internal medicine residencies completed questionnaires about their experiences with pelvic examinations. Interns who were available for training underwent baseline assessment of their pelvic examination skills and were randomized to training or to a control group that received only educational literature. Skills were assessed with a 29-item checklist at baseline and at follow-up by evaluators blinded to group assignment, and interrater agreement was estimated by review of audiotapes. Results. Seventy-two interns were randomized and underwent baseline skills assessment. Seventy interns returned for follow-up assessment after approximately 14 weeks (range, 10-17 weeks). The 39 interns randomized to training and 33 randomized to the control group did not differ with respect to age, gender, or prior pelvic examination training. In both groups there was substantial variability in skills at baseline, with graduates of U.S. medical schools scoring significantly higher than did graduates of non-U.S. medical schools (0.66 versus 0.41, p < 10 -5). Interns randomized to training had significantly higher scores at follow-up than did interns in the control group (0.79 versus 0.57, p < 10 -6). For seven items verifiable by audiotape, interrater agreement was good (overall κ, 0.54; range among items, 0.3-0.85). Conclusion. Specialized trainers can reliably evaluate and improve the pelvic examination skills of interns, and improvements are demonstrable three months after training. Further research is needed to ascertain whether training efficiency can be improved and to measure the impact of training on patient satisfaction and clinical outcomes.

AB - Purpose. To evaluate the effectiveness of pelvic examination training for internal medicine interns conducted by instructors who also serve as models for the examination. Method. In 2001, 80 interns from three university internal medicine residencies completed questionnaires about their experiences with pelvic examinations. Interns who were available for training underwent baseline assessment of their pelvic examination skills and were randomized to training or to a control group that received only educational literature. Skills were assessed with a 29-item checklist at baseline and at follow-up by evaluators blinded to group assignment, and interrater agreement was estimated by review of audiotapes. Results. Seventy-two interns were randomized and underwent baseline skills assessment. Seventy interns returned for follow-up assessment after approximately 14 weeks (range, 10-17 weeks). The 39 interns randomized to training and 33 randomized to the control group did not differ with respect to age, gender, or prior pelvic examination training. In both groups there was substantial variability in skills at baseline, with graduates of U.S. medical schools scoring significantly higher than did graduates of non-U.S. medical schools (0.66 versus 0.41, p < 10 -5). Interns randomized to training had significantly higher scores at follow-up than did interns in the control group (0.79 versus 0.57, p < 10 -6). For seven items verifiable by audiotape, interrater agreement was good (overall κ, 0.54; range among items, 0.3-0.85). Conclusion. Specialized trainers can reliably evaluate and improve the pelvic examination skills of interns, and improvements are demonstrable three months after training. Further research is needed to ascertain whether training efficiency can be improved and to measure the impact of training on patient satisfaction and clinical outcomes.

UR - http://www.scopus.com/inward/record.url?scp=0242626583&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0242626583&partnerID=8YFLogxK

U2 - 10.1097/00001888-200311000-00019

DO - 10.1097/00001888-200311000-00019

M3 - Article

C2 - 14604881

AN - SCOPUS:0242626583

VL - 78

SP - 1164

EP - 1169

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 11

ER -