TEACHING OBSTETRICS AND GYNAECOLOGY TO MALE UNDERGRADUATE MEDICAL STUDENTS: STUDENT’S PERCEPTION
AbstractBackground: In Pakistan there is a dearth of male practitioners in obstetrics and gynaecology (ObG) to cater for emergent needs. The Study was done to explore views of male medical students towards ObG as part of curriculum and to identify the problems during clerkship and its impact on selection of ObG as career. Methods: The study used a 20-item questionnaire-based survey at Shifa College of Medicine from November 2010 to December 2011. Third and fourth year male students (n=124) who completed ObG rotation were the participants. Inquiries were made regarding patient doctor interaction under residents and faculty members, perception of gender-bias during clerkship, inclusion of ObG in curriculum and subsequently as career. Results were analyzed using binary regression analysis. Results: Sixty percent students were satisfied though embarrassed and under pressure during gynaecological examination in consultant supervision. Another 61% said that ObG should be a part of curriculum (p-0.013) and necessary for male students (p-0.008). 62% of the respondents were of the view that faculty has a major role in encouraging the students to take up ObG as career. 84% students replied in negative to adopt it as profession (p 0.002). Conclusion: Although basic obstetric curricular objectives are important for medical practitioners, our social set up discourages male students to have concrete clinical interaction. The faculty needs to take a special supportive role to encourage learning and motivation for this specialty.Keywords: Obstetrics and Gynaecology, career choice, Gender bias, medical students
Coldicott Y, Pope C, Roberts C. The ethics of intimate examinations teaching tomorrow’s doctors. BMJ 2003;326:97–101.
Gariti DL, Zollinger TW, Look KY. Factors detracting students from applying for an obstetrics and gynecology residency. Am J Obstet Gynecol 2005;193:289–93.
Hammoud MM, Stansfield RB, Katz NT, Dugoff L, McCarthy J, White CB. The effect of the obstetrics and gynecology clerkship on students' interest in a career in obstetrics and gynecology. Am J Obstet Gynecol. 2006;195:1422–6.
Royal College of Obstetricians and Gynaecologists. A Career in Obstetrics and Gynaecology: Recruitment and Retention in the Specialty London: RCOG Press, 2006. [www.rcog.org.uk/ resources/ Public/pdf/ career _report_ rcog.].
Higham J, Steer P. Gender gap in undergraduate experience and performance in obstetrics and gynaecology: analysis of clinical experience logs. BMJ 2004;328:142–3.
Akkad A, Bonas S, Stark P .Gender differences in final year medical students’experience of teaching of intimate examinations: a questionnaire study. BJOG 2008;115:625–32.
Powell H, Bridge J, Eskesen S, Estrada F, Laya M. Medical students’ self-reported experiences performing pelvic, breast and male genital examinations and the influence of student gender and physician supervision. Acad Med 2006;81:286–9.
Stratton TD. McLaughlin MA, Witte FM, Fosson SE, Nora LM. Does students' exposure to gender discrimination and sexual harassment in medical school affect specialty choice and residency program selection? Acad Med 2005;80:400-8.
Witte FM. Stratton TD. Nora LM. Stories from the field: Students' descriptions of gender discrimination and sexual harassment during medical school. Acad Med 2006;81:648–54.
Chang JC, Odrobina MR, McIntyre-Seltman K. The Effect of Student Gender on the Obstetrics and Gynecology Clerkship Experience J Womens Health (Larchmt) 2010;19:87–92.
Emmons S, Adams K, Nichols M, Cain J. The impact of perceived gender bias on obstetrics and gynecology skills acquisition by third-year medical students. Acad Med 2004;79:329–32.
Nicholson S. ‘So you row, do you? You don’t look like a rower.’ An account of medical students’ experience of sexism. Med Educ 2002;36:1057–63.
Brown BC, Vause S. A career in O&G? No thanks! BJOG 2006;113:975.
Greenfield S, Parle J, Holder R. The anxieties of male and female medical students on commencing clinical studies: the role of gender. Educ Health 2001;14:61–73
Journal of Ayub Medical College, Abbottabad is an OPEN ACCESS JOURNAL which means that all content is FREELY available without charge to all users whether registered with the journal or not. The work published by J Ayub Med Coll Abbottabad is licensed and distributed under the creative commons License CC BY ND Attribution-NoDerivs. Material printed in this journal is OPEN to access, and are FREE for use in academic and research work with proper citation. J Ayub Med Coll Abbottabad accepts only original material for publication with the understanding that except for abstracts, no part of the data has been published or will be submitted for publication elsewhere before appearing in J Ayub Med Coll Abbottabad. The Editorial Board of J Ayub Med Coll Abbottabad makes every effort to ensure the accuracy and authenticity of material printed in J Ayub Med Coll Abbottabad. However, conclusions and statements expressed are views of the authors and do not reflect the opinion/policy of J Ayub Med Coll Abbottabad or the Editorial Board.
USERS are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.
AUTHORS retain the rights of free downloading/unlimited e-print of full text and sharing/disseminating the article without any restriction, by any means including twitter, scholarly collaboration networks such as ResearchGate, Academia.eu, and social media sites such as Twitter, LinkedIn, Google Scholar and any other professional or academic networking site.