Holden, CA and Collins, VR and Pomeroy, S and Turner, R and Canny, B and Yeap, BB and Wittert, G and McLachlan, RI, 'We don't know what we need to learn': Medical student perceptions of preparedness for practice in men's health, Focus on Health Professional Education: A Multi Discipline Journal, 16, (4) pp. 23-37. ISSN 1442-1100 (2015) [Refereed Article]
Copyright 2015 ANZAME
Introduction: In response to poorer health status and lower use of healthcare services by men compared to women, the Australian National Male Health Policy (2010) includes a commitment to better workforce training. We present a formative evaluation assessing medical studentsí preparedness and learning needs in relation to the care of men in order to inform the development of a commensurate curriculum framework.
Method: A 4-item Likert scale survey was administered to final-year students from one Australian medical school (n=170; 64% female, 36% male; 74% response). "e survey assessed coverage of male health topics in the curriculum and preparedness for menís health practice. Additional focus groups with 13 students from four Australian medical schools aimed to provide context for the survey data and better understanding of learning needs.
Results: Overall, 65% of students (67% male, 64% female) reported no or brief coverage of menís health in the curriculum; 20% of students (14% male, 23% female) felt minimally prepared in menís health practice. Studentsí perceived learning needs mostly related to male reproductive system disorders. Focus group data highlighted a dfference between the content/opportunities that exist in menís health education compared with womenís health, stating that menís health education tends to be "scattered" variably through the medical course and that student or educatorsí personal interest tended to drive menís health education. In addition, unlike opportunities to undertake sensitive examinations on females, practice opportunities for male genital and prostate examination were limited, with some reporting no coverage in their medical course.
Conclusion: From a student perspective, there is a need to enhance menís health education in Australian medical schools by incorporating clinically relevant menís health across curricula using a defined framework.
|Item Type:||Refereed Article|
|Research Group:||Curriculum and pedagogy|
|Research Field:||Medicine, nursing and health curriculum and pedagogy|
|Objective Division:||Expanding Knowledge|
|Objective Group:||Expanding knowledge|
|Objective Field:||Expanding knowledge in the health sciences|
|UTAS Author:||Canny, B (Professor Ben Canny)|
|Deposited By:||Office of the School of Medicine|
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