RT Journal Article
SR Electronic
T1 Experience and attitude of interns to pelvic and sensitive area examinations during their undergraduate medical course
JF Saudi Medical Journal
JO Saudi Med J
FD Prince Sultan Military Medical City
SP 551
OP 556
VO 33
IS 5
A1 Alnassar, Sami A.
A1 Almuhaya, Reham A.
A1 Al-Shaikh, Ghadeer K.
A1 Alsaadi, Muslim M.
A1 Azer, Samy A.
A1 Isnani, Arthur C.
YR 2012
UL http://smj.org.sa/content/33/5/551.abstract
AB OBJECTIVE: To explore the experience of interns in sensitive area examination during their undergraduate medical course and identify factors interfering with such examinations.METHODS: A cross sectional study was carried out from May to June 2010. Interns (n=315) at King Saud University College of Medicine were invited via email to complete a web-based questionnaire developed using surveymonkey.com.RESULTS: Out of 315 interns, 211 completed the questionnaire; 60% males and 40% females. The mean percentage of interns who never performed any of these examinations was 28.9% for digital rectal examination, 17.5% for breast, 43.1% for female pelvic examination, 13.3% for inguinal (hernia), and 34.6% for male external genitalia. Compared to females, male students conducted more rectal examinations (87 versus 63, p<0.005), and male external genitalia examinations (112 versus 26, p<0.001). On the other hand, compared to male students, females conducted more pelvic examination (68 versus 52, p=0.03) and breast examinations (92 versus 82, p=0.27). The most common reasons for not performing sensitive area examinations included patient's refusal (33.1%), and examining patients of opposite gender (27.6%). Confidence in performance of these examinations was correlated to increased frequency of the examination.CONCLUSION: This study highlights that most common factors interfering with the students' conducting sensitive area examinations are patient's refusal and examining patients of the opposite sex. There is a strong correlation between increased frequency of conducting an examination and student's confidence in performance.