Teaching Intimate Examination in Breast using Clinical Teaching Associates - Enhancing the Learning Environment
Association of Breast Surgery ePoster Library. Moffatt J. 05/15/17; 166204; P001
Dr. Joanne Moffatt
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Abstract
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Introduction: Undergraduate experience of breast examination is usually via manikins or in outpatient clinics. Practical experience is often limited by time or patients declining consent. Swindon Academy's well-established Clinical Teaching Associate (CTA) programme for pelvic examinations is consistently perceived as superior to traditional teaching. Using this model, we have developed a CTA programme for breast examination commencing in July 2016. With 50,000 new cases of breast cancer annually and rising pressure on breast clinics, improved competency in breast examination will become increasingly vital in timely referrals of the symptomatic patient.
Methods: Data was collected prospectively with participants asked to rate their confidence in various aspects of the examination before and after the CTA session using a Likert scale of 1-10. They were also asked to compare CTA training with previous 'traditional' teaching. Statistical analysis was performed using the Mann-Whitney U test.
Results: 37 participants have completed the training programme to date. Our results show that CTA training is superior to traditional teaching in all aspects. Confidence in all aspects of the examination increased from 5.72 to 8.42 (p<0.01). Confidence in performing the examination after CTA training was 9.30 compared to 6.1 following traditional teaching (p<0.01). Qualitative feedback included; 'great to practice on real patients' and 'excellent learning environment'.
Conclusion: This on going study supports our findings from CTA pelvic examination programme that CTA teaching for intimate examinations is superior to traditional methods. Further exposure and funding of such programmes may also be useful in primary care training.
Methods: Data was collected prospectively with participants asked to rate their confidence in various aspects of the examination before and after the CTA session using a Likert scale of 1-10. They were also asked to compare CTA training with previous 'traditional' teaching. Statistical analysis was performed using the Mann-Whitney U test.
Results: 37 participants have completed the training programme to date. Our results show that CTA training is superior to traditional teaching in all aspects. Confidence in all aspects of the examination increased from 5.72 to 8.42 (p<0.01). Confidence in performing the examination after CTA training was 9.30 compared to 6.1 following traditional teaching (p<0.01). Qualitative feedback included; 'great to practice on real patients' and 'excellent learning environment'.
Conclusion: This on going study supports our findings from CTA pelvic examination programme that CTA teaching for intimate examinations is superior to traditional methods. Further exposure and funding of such programmes may also be useful in primary care training.
Introduction: Undergraduate experience of breast examination is usually via manikins or in outpatient clinics. Practical experience is often limited by time or patients declining consent. Swindon Academy's well-established Clinical Teaching Associate (CTA) programme for pelvic examinations is consistently perceived as superior to traditional teaching. Using this model, we have developed a CTA programme for breast examination commencing in July 2016. With 50,000 new cases of breast cancer annually and rising pressure on breast clinics, improved competency in breast examination will become increasingly vital in timely referrals of the symptomatic patient.
Methods: Data was collected prospectively with participants asked to rate their confidence in various aspects of the examination before and after the CTA session using a Likert scale of 1-10. They were also asked to compare CTA training with previous 'traditional' teaching. Statistical analysis was performed using the Mann-Whitney U test.
Results: 37 participants have completed the training programme to date. Our results show that CTA training is superior to traditional teaching in all aspects. Confidence in all aspects of the examination increased from 5.72 to 8.42 (p<0.01). Confidence in performing the examination after CTA training was 9.30 compared to 6.1 following traditional teaching (p<0.01). Qualitative feedback included; 'great to practice on real patients' and 'excellent learning environment'.
Conclusion: This on going study supports our findings from CTA pelvic examination programme that CTA teaching for intimate examinations is superior to traditional methods. Further exposure and funding of such programmes may also be useful in primary care training.
Methods: Data was collected prospectively with participants asked to rate their confidence in various aspects of the examination before and after the CTA session using a Likert scale of 1-10. They were also asked to compare CTA training with previous 'traditional' teaching. Statistical analysis was performed using the Mann-Whitney U test.
Results: 37 participants have completed the training programme to date. Our results show that CTA training is superior to traditional teaching in all aspects. Confidence in all aspects of the examination increased from 5.72 to 8.42 (p<0.01). Confidence in performing the examination after CTA training was 9.30 compared to 6.1 following traditional teaching (p<0.01). Qualitative feedback included; 'great to practice on real patients' and 'excellent learning environment'.
Conclusion: This on going study supports our findings from CTA pelvic examination programme that CTA teaching for intimate examinations is superior to traditional methods. Further exposure and funding of such programmes may also be useful in primary care training.
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