What is it about?
The pelvic exam holds a special place in medical education due to its sensitive nature, and methods used to teach this procedure are sometimes criticized for prioritizing student learning over patient autonomy. This article examines how patients are represented in pelvic exam learning materials through the lenses of patient-centred care and cultural competency.
Featured Image
Photo by Sharon McCutcheon on Unsplash
Why is it important?
Backlash to certain pelvic exam teaching methods has made headlines in recent years, sparking the #MeTooPelvic movement and deeper conversations about trauma-informed and patient-centred approaches to this procedure. My findings demonstrate that patient representation related to agency and diverse perspectives is lacking in pelvic exam learning materials used by medical students. These findings provide an opportunity for medical schools to revise and improve their curriculum.
Read the Original
This page is a summary of: ‘Poorly relaxed women:’ A situational analysis of pelvic exam learning materials for medical students, Medical Education, January 2022, Wiley,
DOI: 10.1111/medu.14737.
You can read the full text:
Contributors
The following have contributed to this page
