Background: Learning to perform pelvic and breast examinations produces anxiety for many medical students.
Clerkship directors have long sought strategies to help students become comfortable with the sensitive nature of
these examinations. Incorporating standardized patients, simulation and gynecologic teaching associates (GTAs) are
approaches gaining widespread use. However, there is a paucity of literature guiding optimal approach and timing.
Our primary objective was to survey obstetrics and gynecology (Ob/Gyn) clerkship directors regarding timing and
methods for teaching and assessment of pelvic and breast examination skills in United States medical school curricula,
and to assess clerkship director satisfaction with current educational strategies at their institutions.
Methods: Ob/Gyn clerkship directors from all 135 Liaison Committee on Medical Education accredited allopathic
United States medical schools were invited to complete an anonymous 15-item web-based questionnaire.
Results: The response rate was 70%. Pelvic and breast examinations are most commonly taught during the second
and third years of medical school. Pelvic examinations are primarily taught during the Ob/Gyn and Family Medicine
(FM) clerkships, while breast examinations are taught during the Ob/Gyn, Surgery and FM clerkships. GTAs teach pelvic
and breast examinations at 72 and 65% of schools, respectively. Over 60% of schools use some type of simulation to
teach examination skills. Direct observation by Ob/Gyn faculty is used to evaluate pelvic exam skills at 87% of schools
and breast exam skills at 80% of schools. Only 40% of Ob/Gyn clerkship directors rated pelvic examination training as
excellent, while 18% rated breast examination training as excellent
Background: Learning to perform pelvic and breast examinations produces anxiety for many medical students.
Clerkship directors have long sought strategies to help students become comfortable with the sensitive nature of
these examinations. Incorporating standardized patients, simulation and gynecologic teaching associates (GTAs) are
approaches gaining widespread use. However, there is a paucity of literature guiding optimal approach and timing.
Our primary objective was to survey obstetrics and gynecology (Ob/Gyn) clerkship directors regarding timing and
methods for teaching and assessment of pelvic and breast examination skills in United States medical school curricula,
and to assess clerkship director satisfaction with current educational strategies at their institutions.
Methods: Ob/Gyn clerkship directors from all 135 Liaison Committee on Medical Education accredited allopathic
United States medical schools were invited to complete an anonymous 15-item web-based questionnaire.
Results: The response rate was 70%. Pelvic and breast examinations are most commonly taught during the second
and third years of medical school. Pelvic examinations are primarily taught during the Ob/Gyn and Family Medicine
(FM) clerkships, while breast examinations are taught during the Ob/Gyn, Surgery and FM clerkships. GTAs teach pelvic
and breast examinations at 72 and 65% of schools, respectively. Over 60% of schools use some type of simulation to
teach examination skills. Direct observation by Ob/Gyn faculty is used to evaluate pelvic exam skills at 87% of schools
and breast exam skills at 80% of schools. Only 40% of Ob/Gyn clerkship directors rated pelvic examination training as
excellent, while 18% rated breast examination training as excellent
Background: Learning to perform pelvic and breast examinations produces anxiety for many medical students.
Clerkship directors have long sought strategies to help students become comfortable with the sensitive nature of
these examinations. Incorporating standardized patients, simulation and gynecologic teaching associates (GTAs) are
approaches gaining widespread use. However, there is a paucity of literature guiding optimal approach and timing.
Our primary objective was to survey obstetrics and gynecology (Ob/Gyn) clerkship directors regarding timing and
methods for teaching and assessment of pelvic and breast examination skills in United States medical school curricula,
and to assess clerkship director satisfaction with current educational strategies at their institutions.
Methods: Ob/Gyn clerkship directors from all 135 Liaison Committee on Medical Education accredited allopathic
United States medical schools were invited to complete an anonymous 15-item web-based questionnaire.
Results: The response rate was 70%. Pelvic and breast examinations are most commonly taught during the second
and third years of medical school. Pelvic examinations are primarily taught during the Ob/Gyn and Family Medicine
(FM) clerkships, while breast examinations are taught during the Ob/Gyn, Surgery and FM clerkships. GTAs teach pelvic
and breast examinations at 72 and 65% of schools, respectively. Over 60% of schools use some type of simulation to
teach examination skills. Direct observation by Ob/Gyn faculty is used to evaluate pelvic exam skills at 87% of schools
and breast exam skills at 80% of schools. Only 40% of Ob/Gyn clerkship directors rated pelvic examination training as
excellent, while 18% rated breast examination training as excellent
Background: Learning to perform pelvic and breast examinations produces anxiety for many medical students.
Clerkship directors have long sought strategies to help students become comfortable with the sensitive nature of
these examinations. Incorporating standardized patients, simulation and gynecologic teaching associates (GTAs) are
approaches gaining widespread use. However, there is a paucity of literature guiding optimal approach and timing.
Our primary objective was to survey obstetrics and gynecology (Ob/Gyn) clerkship directors regarding timing and
methods for teaching and assessment of pelvic and breast examination skills in United States medical school curricula,
and to assess clerkship director satisfaction with current educational strategies at their institutions.
Methods: Ob/Gyn clerkship directors from all 135 Liaison Committee on Medical Education accredited allopathic
United States medical schools were invited to complete an anonymous 15-item web-based questionnaire.
Results: The response rate was 70%. Pelvic and breast examinations are most commonly taught during the second
and third years of medical school. Pelvic examinations are primarily taught during the Ob/Gyn and Family Medicine
(FM) clerkships, while breast examinations are taught during the Ob/Gyn, Surgery and FM clerkships. GTAs teach pelvic
and breast examinations at 72 and 65% of schools, respectively. Over 60% of schools use some type of simulation to
teach examination skills. Direct observation by Ob/Gyn faculty is used to evaluate pelvic exam skills at 87% of schools
and breast exam skills at 80% of schools. Only 40% of Ob/Gyn clerkship directors rated pelvic examination training as
excellent, while 18% rated breast examination training as excellent
Background: Learning to perform pelvic and breast examinations produces anxiety for many medical students.
Clerkship directors have long sought strategies to help students become comfortable with the sensitive nature of
these examinations. Incorporating standardized patients, simulation and gynecologic teaching associates (GTAs) are
approaches gaining widespread use. However, there is a paucity of literature guiding optimal approach and timing.
Our primary objective was to survey obstetrics and gynecology (Ob/Gyn) clerkship directors regarding timing and
methods for teaching and assessment of pelvic and breast examination skills in United States medical school curricula,
and to assess clerkship director satisfaction with current educational strategies at their institutions.
Methods: Ob/Gyn clerkship directors from all 135 Liaison Committee on Medical Education accredited allopathic
United States medical schools were invited to complete an anonymous 15-item web-based questionnaire.
Results: The response rate was 70%. Pelvic and breast examinations are most commonly taught during the second
and third years of medical school. Pelvic examinations are primarily taught during the Ob/Gyn and Family Medicine
(FM) clerkships, while breast examinations are taught during the Ob/Gyn, Surgery and FM clerkships. GTAs teach pelvic
and breast examinations at 72 and 65% of schools, respectively. Over 60% of schools use some type of simulation to
teach examination skills. Direct observation by Ob/Gyn faculty is used to evaluate pelvic exam skills at 87% of schools
and breast exam skills at 80% of schools. Only 40% of Ob/Gyn clerkship directors rated pelvic examination training as
excellent, while 18% rated breast examination training as excellent
Background: Learning to perform pelvic and breast examinations produces anxiety for many medical students.
Clerkship directors have long sought strategies to help students become comfortable with the sensitive nature of
these examinations. Incorporating standardized patients, simulation and gynecologic teaching associates (GTAs) are
approaches gaining widespread use. However, there is a paucity of literature guiding optimal approach and timing.
Our primary objective was to survey obstetrics and gynecology (Ob/Gyn) clerkship directors regarding timing and
methods for teaching and assessment of pelvic and breast examination skills in United States medical school curricula,
and to assess clerkship director satisfaction with current educational strategies at their institutions.
Methods: Ob/Gyn clerkship directors from all 135 Liaison Committee on Medical Education accredited allopathic
United States medical schools were invited to complete an anonymous 15-item web-based questionnaire.
Results: The response rate was 70%. Pelvic and breast examinations are most commonly taught during the second
and third years of medical school. Pelvic examinations are primarily taught during the Ob/Gyn and Family Medicine
(FM) clerkships, while breast examinations are taught during the Ob/Gyn, Surgery and FM clerkships. GTAs teach pelvic
and breast examinations at 72 and 65% of schools, respectively. Over 60% of schools use some type of simulation to
teach examination skills. Direct observation by Ob/Gyn faculty is used to evaluate pelvic exam skills at 87% of schools
and breast exam skills at 80% of schools. Only 40% of Ob/Gyn clerkship directors rated pelvic examination training as
excellent, while 18% rated breast examination training as excellent
Background: Learning to perform pelvic and breast examinations produces anxiety for many medical students.
Clerkship directors have long sought strategies to help students become comfortable with the sensitive nature of
these examinations. Incorporating standardized patients, simulation and gynecologic teaching associates (GTAs) are
approaches gaining widespread use. However, there is a paucity of literature guiding optimal approach and timing.
Our primary objective was to survey obstetrics and gynecology (Ob/Gyn) clerkship directors regarding timing and
methods for teaching and assessment of pelvic and breast examination skills in United States medical school curricula,
and to assess clerkship director satisfaction with current educational strategies at their institutions.
Methods: Ob/Gyn clerkship directors from all 135 Liaison Committee on Medical Education accredited allopathic
United States medical schools were invited to complete an anonymous 15-item web-based questionnaire.
Results: The response rate was 70%. Pelvic and breast examinations are most commonly taught during the second
and third years of medical school. Pelvic examinations are primarily taught during the Ob/Gyn and Family Medicine
(FM) clerkships, while breast examinations are taught during the Ob/Gyn, Surgery and FM clerkships. GTAs teach pelvic
and breast examinations at 72 and 65% of schools, respectively. Over 60% of schools use some type of simulation to
teach examination skills. Direct observation by Ob/Gyn faculty is used to evaluate pelvic exam skills at 87% of schools
and breast exam skills at 80% of schools. Only 40% of Ob/Gyn clerkship directors rated pelvic examination training as
excellent, while 18% rated breast examination training as excellent
Background: Learning to perform pelvic and breast examinations produces anxiety for many medical students.
Clerkship directors have long sought strategies to help students become comfortable with the sensitive nature of
these examinations. Incorporating standardized patients, simulation and gynecologic teaching associates (GTAs) are
approaches gaining widespread use. However, there is a paucity of literature guiding optimal approach and timing.
Our primary objective was to survey obstetrics and gynecology (Ob/Gyn) clerkship directors regarding timing and
methods for teaching and assessment of pelvic and breast examination skills in United States medical school curricula,
and to assess clerkship director satisfaction with current educational strategies at their institutions.
Methods: Ob/Gyn clerkship directors from all 135 Liaison Committee on Medical Education accredited allopathic
United States medical schools were invited to complete an anonymous 15-item web-based questionnaire.
Results: The response rate was 70%. Pelvic and breast examinations are most commonly taught during the second
and third years of medical school. Pelvic examinations are primarily taught during the Ob/Gyn and Family Medicine
(FM) clerkships, while breast examinations are taught during the Ob/Gyn, Surgery and FM clerkships. GTAs teach pelvic
and breast examinations at 72 and 65% of schools, respectively. Over 60% of schools use some type of simulation to
teach examination skills. Direct observation by Ob/Gyn faculty is used to evaluate pelvic exam skills at 87% of schools
and breast exam skills at 80% of schools. Only 40% of Ob/Gyn clerkship directors rated pelvic examination training as
excellent, while 18% rated breast examination training as excellent
