BMJ  2003;326:1327 (14 June), doi:10.1136/bmj.326.7402.1327

Letter

Please don't touch me there: the ethics of intimate examinations

How medical students are being taught at University of Antwerp

The first 150 words of the full text of this article appear below.

EDITOR—Coldicott et al highlight concerns about teaching intimate examinations.1 Our current programme for fifth year medical students could serve as a model for dealing with these legitimate problems. The project was approved by our ethics committee.

Twenty healthy volunteers were recruited as intimate examination assistants and screened for their characteristics and motivation. All gave their signed informed consent to participation. They received an introduction in anatomy, technical examination, doctor-patient interaction, and feedback training to serve as both patient and teacher. Medical staff were trained in supervising and coordinating the feedback sessions. Students were informed beforehand about the study, and technical skills were taught on manikins. A comprehensive training manual was produced.

Students performed three training sessions (urogenital-rectal, gynaecological, and breast examination). Each session consisted of two students (performer and observer), one intimate examination assistant, and one doctor. All participants were able to voice their feelings and concerns. Attention . . . [Full text of this article]

Kristin Hendrickx, general practitioner

kristin.hendrickx@pandora.be

Benedicte De Winter, assistant, skills laboratory, Jean-Jacques Wyndaele, professor of urology

University of Antwerp, 2610 Wilrijk, Belgium


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Relevant Article

The ethics of intimate examinations---teaching tomorrow's doctors • Commentary: Respecting the patient's integrity is the key • Commentary: Teaching pelvic examination---putting the patient first
Yvette Coldicott, Catherine Pope, Clive Roberts, Britt-Ingjerd Nesheim, and Jane MacDougall
BMJ 2003 326: 97-101. [Extract] [Full Text] [PDF]

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