Vnuk Anna K, Wearn Andy, Rees Charlotte E
Flinders University School of Medicine, Adelaide, SA, Australia.
University of Auckland, Auckland, New Zealand.
Adv Health Sci Educ Theory Pract. 2017 Aug;22(3):653-665. doi: 10.1007/s10459-016-9699-0. Epub 2016 Jul 19.
Peer Physical Examination (PPE) is an educational tool used globally for learning early clinical skills and anatomy. In quantitative research, there are differences in students' preferences and actual participation in PPE by gender. This novel study qualitatively explores the effect that gender has on medical students' experiences of learning physical examination through PPE. We employ an interpretative approach to uncover the PPE experiences of students from a European, graduate-entry medical school. Volunteers participated in either individual or group interviews. The data were transcribed, de-identified and analysed using thematic analysis. There was evidence of gender inequity in PPE, with students describing significant imbalances in participation. Male students adopted roles that generated significant personal discomfort and led to fewer experiences as examiners. Assumptions were made by tutors and students about gender roles: male students' ready acceptance of exposure to be examined and female students' need to be protected from particular examinations. In contrast with the first assumption, male students did feel coerced or obliged to be examined. Students described their experiences of taking action to break down the gender barrier. Importantly, students reported that tutors played a role in perpetuating inequities. These findings, whilst relating to one university, have implications for all settings where PPE is used. Educators should be vigilant about gender issues and the effect that they may have on students' participation in PPE to ensure that students are not disadvantaged in their learning.
同伴体格检查（PPE）是一种在全球范围内用于学习早期临床技能和解剖学的教育工具。在定量研究中，学生对PPE的偏好和实际参与情况存在性别差异。这项新颖的研究定性地探讨了性别对医学生通过PPE学习体格检查体验的影响。我们采用一种解释性方法来揭示一所欧洲研究生入学医学院学生的PPE体验。志愿者参加了个人或小组访谈。数据被转录、去识别并使用主题分析进行分析。有证据表明PPE中存在性别不平等，学生们描述了参与度上的显著不平衡。男学生承担的角色让他们感到极大的个人不适，并且作为检查者的经历较少。导师和学生对性别角色存在一些假设：男学生愿意接受被检查，而女学生需要在特定检查中得到保护。与第一个假设相反，男学生确实感到被强迫或有义务接受检查。学生们描述了他们为打破性别障碍而采取行动的经历。重要的是，学生们报告说导师在使不平等持续存在方面起到了作用。这些发现虽然与一所大学相关，但对所有使用PPE的环境都有启示。教育工作者应该警惕性别问题及其可能对学生参与PPE产生的影响，以确保学生在学习中不会处于不利地位。
