The influence of students’ gender on equity in Peer Physical Examination: a qualitative study

Advances in Health Sciences Education

Volumn 22, Issue 3, 2017, Pages 653-665

  Vnuk, Anna K ^a   Wearn, Andy ^b   Rees, Charlotte E ^c  

^a FLINDERS UNIVERSITY   (Australia)

^b UNIVERSITY OF AUCKLAND   (New Zealand)

^c MONASH UNIVERSITY   (Australia)

Author keywords

Clinical skills; Gender inequity; Medical education; Peer Physical Examination; Qualitative; Thematic analysis; Undergraduate

Indexed keywords

ANATOMY; DNA TRANSCRIPTION; EXPOSURE; FEMALE; HUMAN; HUMAN EXPERIMENT; INTERVIEW; LEARNING; MALE; MEDICAL SCHOOL; PHYSICAL EXAMINATION; QUALITATIVE RESEARCH; QUANTITATIVE STUDY; SEX ROLE; SKILL; STUDENT; THEMATIC ANALYSIS; VOLUNTEER; ADULT; CLINICAL COMPETENCE; INFORMATION PROCESSING; MEDICAL EDUCATION; MEDICAL STUDENT; PEER GROUP; PROCEDURES; PSYCHOLOGY; SEX FACTOR;

ADULT; CLINICAL COMPETENCE; EDUCATION, MEDICAL, UNDERGRADUATE; FEMALE; FOCUS GROUPS; HUMANS; INTERVIEWS AS TOPIC; MALE; PEER GROUP; PHYSICAL EXAMINATION; QUALITATIVE RESEARCH; SEX FACTORS; STUDENTS, MEDICAL;

EID: 84978719346     PISSN: 13824996     EISSN: 15731677     Source Type: Journal    
DOI: 10.1007/s10459-016-9699-0     Document Type: Article

References (46)

1. Abraham, S. (1995). Vaginal and speculum examination in medical curricula. Australian and New Zealand Journal of Obstetrics and Gynaecology, 35, 56–60.
2. Adler, P. A. & Adler, P. (2012). Expert voices. In S. E. Baker & R. Edwards (Eds.), How many qualitative interviews is enough? National Centre for Research Methods Paper (pp. 8–11). http://eprints.ncrm.ac.uk/2273/.
3. Braun, V., & Clark, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
4. Braunack-Mayer, A. J. (2001). Should medical students act as surrogate patients for each other? Medical Education, 35, 681–686.
5. Carroll, K., Iedema, R., & Kerridge, R. (2008). Reshaping ICU ward round practices using video-reflexive ethnography. Qualitative Health Research, 18, 380–390.
6. Chang, E. H., & Power, D. V. (2000). Are medical students comfortable with practicing physical examinations on each other? Academic Medicine, 75, 384–389.
7. Chen, J. Y., Yip, A. L. M., Lam, C. L. K., & Patil, N. G. (2011). Does medical student willingness to practise peer physical examination translate into action? Med Teach, 33, e528–e540.
8. Cleland, J. A., Johnston, P. W., Anthony, M., Khan, N. & Scott, N. W. (2014). A survey of factors influencing career preference in new-entrant and exiting medical students from four UK medical schools. BMC Medical Education, 14, 151. http://www.biomedcentral.com/1472-6920/14/151.
9. Connell, R. W. (2005). Masculinities (2nd ed.). Crows Nest, NSW: Allen & Unwin.
10. Cramblitt, B., & Pritchard, M. (2013). Media’s influence on the drive for muscularity in undergraduates. Eating Behaviors, 14, 441–446.
11. Crenshaw, K. W. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. The University of Chicago Legal Forum, special issue: Feminism in the Law: Theory, Practice and Criticism, 140, 139–167.
12. Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
13. Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. London: SAGE.
14. Davis, K. (2008). Intersectionality as buzzword: A sociology of science perspective on what makes a feminist theory successful. Feminist Theory, 9, 67–85.
15. Duvivier, R. J., van Dalen, J., Muijtjens, A. M., Moulaert, V., Van der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2011). The role of deliberate practice in the acquisition of clinical skills. BMC Medical Education, 11, 101.
16. Duvivier, R. J., van Geel, K., van Dalen, J., Van der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2012). Learning clinical skills outside timetabled training sessions. Advances in Health Sciences Education, 17, 339–355.
17. Edwards, D. (1998). The relevant thing about her: Social identity categories in use. In C. Antaki & S. Widdicombe (Eds.), Identities in Talk (pp. 15–33). London: Sage.
18. Edwards, T. (2006). Cultures of masculinity. London, NY: Routledge.
19. Engestrom, Y. (1987). Learning by expanding. Orienta-Konsultit, Oy: Helsinki.
20. Goffman, E. (1974). Frame analysis. New York: Harper.
21. Kaufman, M. (1994). Men, feminism, and men’s contradictory experiences of power. In H. Brod & M. Kaufman (Eds.), Theorising masculinities (pp. 142–163). Thousand Oaks, CA: Sage Publications.
22. Koehler, N., Currey, J., & McMenamin, C. (2014). What should be included in a peer physical examination policy and procedure? Medical Science Education, 24, 379–385.
23. Koehler, N., & McMenamin, C. (2014). The need for a peer physical examination policy within Australian medical schools. Medical Teacher, 36, 430–433.
24. Lykke, N. (2010). Feminist studies: A guide to intersectional theory, methodology and writing. New York, NY: Routledge.
25. Mason, M. (2010). Sample size and saturation in PhD Studies using qualitative interviews. Forum: Qualitative Social Research, 11, Art 8. http://www.qualitative-research.net/index.php/fqs/article/view/1428/3027 Accessed 27 September 2015.
26. McConnell-Ginet, S. (2003). “What’s in a Name?” Social labeling and gender practices. In J. Holmes & M. Meyerhoff (Eds.), The handbook of language and gender (pp. 69–97). Maiden: Blackwell Publishing.
27. Meyer, J. H. F., & Land, R. (Eds.). (2006). Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge. London and New York: Routledge.
28. Monrouxe, L. V. (2015). When I say…intersectionality in medical education research. Medical Education, 49, 21–22.
29. Morse, J. M. (1994). Designing funded qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 220–235). Thousand Oaks, CA: Sage.
30. Newton, B. W., Barber, L., Clardy, J., Cleveland, E., & O’Sullivan, P. (2008). Is there hardening of the heart during medical school? Academic Medicine, 83, 244–249.
31. O’Neill, P. A., Larcombe, C., Duffy, K., & Dornan, T. L. (1998). Medical students’ willingness and reactions to learning basic skills through examining fellow students. Medical Teacher, 20, 433–437.
32. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks: Sage Publications.
33. Rees, C. E. (2007). The influence of gender on student willingness to engage in peer physical examination: The practical implications of feminist theory of body image. Medical Education, 41, 801–807.
34. Rees, C. E., Wearn, A. M., Vnuk, A., & Sato, T. J. (2009). Medical students’ attitudes towards peer physical examination: Findings from an international cross-sectional and longitudinal study. Advances in Health Sciences Education, 14, 103–121.
35. Reid, K., Sutherland, R., Dodds, A., McNair, R., & Pierce, D. (2015). Abdomen and chest examinations in peer physical examination: Variation in participation by gender. FOHPE, 16, 13–26.
36. Selleger, V. J., Bonke, B., & Leeman, Y. A. M. (2006). Student diversity at Erasmus medical centre Rotterdam: Does it make any difference? Medical Teacher, 28, e142–e148.
37. Smith, J. A., & Osborn, M. (2008). Interpretative phenomenological analysis. In J. A. Smith (Ed.), Qualitative Psychology: A practical guide to research methods (2nd ed., pp. 53–80). Los Angeles: Sage.
38. Talbot, M. (2010). Language and gender (2nd ed.). Cambridge, UK: Polity Press.
39. Tsouroufli, M., Rees, C. E., Monrouxe, L. V., & Sundaram, V. (2011). Gender, identities and intersectionality in medical education research. Medical Education, 45, 213–216.
40. Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany, NY: University of New York Press.
41. Verdonk, P., Benschop, Y. W. M., De Haes, H. C. J. M., & Lagro-Janssen, T. L. M. (2009). From gender bias to gender awareness in medical education. Advances in Health Sciences Education, 14, 135–152.
42. Verghese, A. (2009). A touch of sense. Health Affairs, 28, 1177–1182.
43. Wearn, A., & Bhoopatkar, H. (2006). Evaluation of consent for peer physical examination: Students reflect on their clinical skills learning experience. Medical Education, 40, 957–964.
44. Wearn, A., & Bhoopatkar, H. (2014). Experience of a peer physical examination policy within a New Zealand medical programme. Medical Teacher, 36, 826–827.
45. Wearn, A. M., Rees, C. E., Bradley, P., & Vnuk, A. K. (2008). Understanding student concerns about peer physical examination using an activity theory framework. Medical Education, 42, 1218–1226.
46. World Health Organisation. (2001). Madrid Statement, Mainstreaming gender equity in health: The need to move forward. Spain: Madrid, 14 September 2001. Retrieved December 17, 2007, from World Health Organisation website: http://www.euro.who.int/document/a75328.pdf.