Christine McMenamin

The need for a peer physical examination policy within Australian medical schools

Abstract Background: Peer physical examinations (PPEs) are often used to enhance medical students’ clinical examination skills. Previous research indicates that there are several issues of concern regarding PPEs suggesting that it is important to have a PPE policy in place to respond to these issues appropriately. However, it is unknown as to how many Australian medical schools actually have such a policy. Aims: The aims of the present study were to enumerate how many Australian medical schools use PPEs and have a PPE policy. Methods: Surveys were sent to all Australian medical schools. Results: Our findings show that most Australian medical schools use PPEs, but none appear to have a thorough PPE policy. Conclusions: The findings of our study show that the majority of medical schools practise PPEs but do not have a policy. This in turn could lead to significant problems arising.

Would you consent to being examined by a medical student? Western Australian general public survey

Background: Patients generally have positive attitudes regarding being examined by a supervised medical student as part of their medical care. However, it is difficult to obtain model patients for students to examine purely for teaching purposes (i.e. in the absence of medical treatment). Aims: This study explored the effects of participants’ demographics, characteristics of medical students, and the type of examination/procedure on whether individuals would consent to be examined by a medical student purely for teaching purposes. Method: Four-hundred-and-two Western Australians completed an online survey in 2009. Results: Individuals were generally unconcerned regarding a medical students gender and ethnicity. However, they would either not permit or wanted more advanced medical students to examine more intimate body regions and conduct more invasive procedures. Less observing medical students were permitted to be present for intimate examinations. Individuals who were male, aged ≥25 years, Caucasian, and of no religious affiliation were more likely to permit formative year medical students to examine and conduct procedures on them. Additionally, these individuals were more likely to have had prior experience with a medical student and/or been hospitalised previously. Conclusions: This information may be useful in terms of recruiting patient models for teaching purposes.

Medical graduates' knowledge of bloodborne viruses and occupational exposures

A survey of medical graduates commencing employment as junior doctors was performed to investigate knowledge of bloodborne viruses and occupational exposure management, coupled with their experience of occupational exposures. There was a mismatch between general knowledge (excellent) and knowledge of postexposure management (poor), and graduates had commonly experienced an occupational exposure and not reported it. The knowledge deficit regarding postexposure management and history of poor practice (ie, nonreporting) following an exposure implies that the transition period from student to junior doctor may be associated with increased occupational health and safety risk.

Flexible but boring: medical students’ perceptions of a career in general practice*

Abstract Australia will continue to face a general practitioner (GP) shortage unless a significant number of medical students make general practice their chosen career. Perceptions regarding general practice may influence career choices. Thus this study investigated what Australian medical students perceived to be the advantages and disadvantages of pursuing a career in general practice via an anonymous online survey. Fifty-one students indicated general practice to be their first ranked career preference, 200 indicated a career other than general practice, and 106 were undecided. Two-hundred and two students reported having been on a GP placement, whereas 88 students had not. Flexibility, continuity of patient care and work-life balance were the three most common stated advantages to pursuing a career in general practice whereas general practice being boring, poorly paid, and of low prestige were the three most common disadvantages stated. Some disadvantages stated by those with a non-GP preference were not stated by those with a GP preference (e.g. lack of procedural skills, lack of career advancement opportunities). Students with more than 80 h of GP placement experience were more likely to list the advantages of work-life balance and a diversity of problems/illnesses/patients than those with no placement experience but were also more likely to list the disadvantage of low prestige. Negative stereotypes regarding general practice continue to exist which may influence students’ career choices.

Aged-Care Residents: A Resource for Student Clinical Experience

With an increase in the number of medical students and a decline in opportunities to access hospital patients means that alternative methods of providing formative year medical students with a real clinical experience have to be found. The aim of the present study was to examine students’ and elderly aged-care residents’ perceptions regarding aged-care residents being interviewed by medical students and whether residents are willing to be physically examined by supervised medical students. Second-year medical students (N = 187) and aged-care residents (N = 24) completed an anonymous survey regarding their perceptions of the interview. Medical students and aged-care residents generally had favorable perceptions of the interview. The majority of aged-care residents indicated that they would be willing to be physically examined by supervised medical students. These findings suggest that engaging aged-care residents may be a suitable avenue to provide opportunities for students to have clinical experiences during their studies.

Students’ Attitudes towards Extracurricular Clinical Skills Peer Teaching Sessions

Background: Near-peer teaching, which involves a more experienced student teaching a group of less experienced students within the same course, has commonly been used in educational settings. Fifth-year medical students at The University of Western Australia offered extracurricular clinical skills sessions to third-year medical students. Aim: The aims of the study were to: 1) enumerate third-year students’ attendance at sessions and reasons for attending / not attending; 2) determine the usefulness of clinical skills topics; and 3) evaluate students’ perceptions of the fifth-year tutors. Method: Third-year students completed an anonymous survey pertaining to extracurricular clinical skills sessions. Results: Surveys were completed by 160 students of which 60% had attended at least one session. The most common reason for attending sessions was that they provided extra practice whereas those not attending most commonly stated that formal sessions were sufficient. All clinical skills topics and tutors were rated favorably. Conclusions: Whilst many students valued the need for clinical skills practice beyond formal class time, some students have yet to appreciate this. Extracurricular clinical skills sessions held by more advanced students were perceived positively irrespective of the topic taught. Thus near peer teaching sessions should be adopted by all medical schools.

Medical Students' Attitudes towards Examining Real Patients in On-Campus Clinical Skills Sessions

Due to an increase in medical students over the years and a decline in opportunities to examine real patients at healthcare facilities alternative means of exposing medical students to real patients has been required. Medical students at The University of Western Australia are currently exposed to real patients during on-campus clinical skills sessions. Thus the aim of the present study was to evaluate medical students’ attitudes towards examining real patients during their clinical skills sessions. Six-hundred-and-two medical students completed an anonymous survey. Students generally had favourable attitudes towards examining real patients. These attitudes tended to vary across students’ years of study. These findings suggest that utilising real patients in clinical skills training may be a solution to the difficulty of placing students of all years in healthcare facilities to obtain exposure to real patients.