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Gender differences in final year medical students' experience of teaching of intimate examinations: a questionnaire study.

Akkad A, Bonas S, Stark P

Department of Medical and Social Care Education, University of Leicester, Leicester, UK. aa38@le.ac.uk

OBJECTIVES: To examine final year medical students' experience of being taught to conduct intimate examinations. DESIGN: Prospective questionnaire study. SETTING: Medical school in the UK. POPULATION: Medical students in the final year cohort 2005/06. METHODS: Questionnaires were distributed to students in the final week of a final year obstetrics and gynaecology course. Responses to questions about course experience were analysed using frequencies and single-variable analyses. MAIN OUTCOME MEASURES: Students' experience of and satisfaction with the teaching of intimate examinations and differences between male and female students. RESULTS: Male and female students performed similar numbers of intimate examinations, but clinical tutors were significantly more likely to introduce female students to patients (76 versus 52%; P = 0.001) and obtain consent on their behalf (75 versus 53%; P = 0.009) when compared with male students. Male students reported a greater degree of embarrassment (mean score 2.41 +/- 1.25 versus 1.69 +/- 0.90; P = 0.002), and a higher number of patients refusing consent to examination (median 2; range 0-12 versus 0; range 0-6; P = 0.0001). CONCLUSIONS: Gender discrimination in the behaviour of tutors may impact on students' experience of intimate examinations. It is highly improbable that differences in behaviour are deliberately intended to disadvantage male students, and further research is needed to understand why tutors behave differently with them. In the meantime, tutors need to be aware of potential bias and ensure appropriate support is provided for both male and female students.

Published 12 March 2008 in BJOG, 115(5): 625-32.
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