Students' Views on the Impact of Peer Physical Examination and Palpation as a Pedagogic Tool for Teaching and Learning Living Human Anatomy

Abstract
Background: Modern medical education teaching and learning approaches now lay emphasis on students acquiring knowledge, skills and attitudes relevant to medical practice.

Aims: To explore students’ perceived impacts of using hands-on approaches involving peer/life model physical examination and palpation in teaching and learning living human anatomy on their practice of physical examination of real patients.

Methods: This study used exploratory focus groups and a questionnaire survey of years 3–5 medical students.

Results: The focus group discussions revealed new insights into the positive impacts of the hands-on approaches on students’ clinical skills and professional attitudes when dealing with patients. Students’ exposure to the hands-on approaches helped them to feel comfortable with therapeutically touching unclothed patients’ bodies and physically examining them in the clinical environment. At least 60% of the questionnaire survey respondents agreed with the focus group participants on this view. Over 75% also agreed that the hands-on experiences helped them develop good professional attitudes in their encounter with patients.

Conclusions: This study highlights the perceived educational value of the hands-on approaches as a pedagogic tool with a positive impact on students’ clinical skills and professional attitudes that helps in easing their transition into clinical practice.