Abstract
BACKGROUND: Competent performance of the gynaecological examination requires good technical and interpersonal skills, which are best mastered in an educationally sound atmosphere. Research has shown that effective teaching sessions of the gynaecological examination require the presence of gynaecological educated professional patients. But to what extent is this methodology currently used at Medical Schools? Currently there is no overview of how this type of training is provided by the eight Dutch medical schools. OBJECTIVES: To describe design, content and problems encountered in relation to gynaecological examination training in medical education in The Netherlands. DESIGN: Descriptive pilot study with a written questionnaire. PARTICIPANTS/SETTING: The coordinators of gynaecological skills teaching of all eight Dutch Medical schools. MAIN OUTCOME MEASURE: The questions addressed aim, preparation, format, content, organization and evaluation of training. RESULTS: After a reminder all eight coordinators returned the survey. Objectives varied between schools. Some schools focus on technical skills whereas other schools place emphasis on overcoming students' shyness towards this intimate examination. Some schools pay special attention to students' attitudes towards women. Training formats differ also. In most schools three-hour training sessions involve two gynaecological educated professional patients and three students. A common problem is the recruitment of gynaecological educated professional patients. Schools do not have formal contacts. CONCLUSIONS: It would be interesting to compare the outcomes of different teaching formats used by the different medical schools, including comparing the differences in the teaching programmes in detail. It is ineffective that there is so little collaboration between the coordinators of the medical schools.
