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Date: Wednesday 31 May 2023

Time: 12:00 - 13:00

Location: Online (MS Teams), View map

Speakers: Brogan Guest, Katie Aitchison and Lauren McCann

Clinical students are often paired with supervisors on clinical placements. These placements are an opportunity to practice skills they are learning in the classroom first-hand and apply their learning. Clinical placement supervisors also provide individual teaching. In the PA programme, PA students are paired with a general practice (GP) clinical supervisor and spend one day per week with them in the first year of the course. In the MBBS programme, in the T-year and F-year students complete a clinical attachment in GP for a 5-week block. Students are randomly assigned GP supervisors based on location requests.

We hypothesise that the identified genders of students and supervisors may affect the quantity and quality of the teaching in both urology and gynecology, specifically in intimate examinations. For example, do male-identified students paired with male-identified supervisors learn as much about breast examinations, hormone replacement therapy, and contraception, and practice as many cervical smears as male or female-identified students with female-identified supervisors?

This project aims to understand the impact that gender of both students and supervisors has (if any) on the quantity and quality of urology and gynecology teaching in clinical placements. If there is a disparity, we aim to quantify how this affects examination scores and confidence with clinical skills in these specialties. Understanding this impact will allow communication of this disparity to GP placements, who may make adjustments to address this. Changes to the curriculum could also be adopted to ensure parity across all students in their knowledge and skills surrounding gynecologic and urologic specialties, regardless of the gender of their clinical supervisor.

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