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Navigating Intimate Physical Examination: A Qualitative Study of OBGYN Residents’ Experiences of Supervising Medical Students

Year: 2026

Type: article

Abstract: Introduction: Obstetrics and Gynaecology (OBGYN) residents are often responsible for medical students fulfilling learning objectives during clerkship, including performing pelvic examinations. Limited research exists on OBGYN residents' experiences in supervising students performing these intimate examinations. This study explores how OBGYN residents navigate this supervisory role through the lens of the Cognitive Apprenticeship Model (CAM) by investigating their experiences supervising students performing these examinations on patients. Methods: This qualitative study, conducted at a single tertiary hospital in Singapore, purposively sampled ten OBGYN residents, reaching thematic sufficiency. Data were collected via one-on-one semi-structured interviews, informed by CAM and analyzed thematically using the model as a sensitizing framework. Reflexivity meetings were held for transparency of findings and interpretations. Results: Two overarching themes captured residents' supervisory experiences: (1) challenges and support related to nuances of pelvic examinations, and (2) limited opportunities for students to perform them. Residents helped students, who particularly struggled with speculum examinations, by providing stepwise guidance using CAM components. Students' exposure to bimanual examinations was restricted, as residents took over to reduce patient discomfort. Supervision was further constrained by consent issues, student factors, and systemic barriers. Residents employed CAM strategies to overcome these challenges. Discussion: Residents' supervision of pelvic examinations were influenced by patient, student, and system factors. Despite this, residents used CAM strategies when opportunities arose, providing stepwise coaching, role modelling, reflection, and exploring ways to improve supervision. These findings offer valuable insights for healthcare educators designing Resident-as-Teacher curricula for intimate examinations.

Source: Perspectives on Medical Education

DOI: 10.5334/pme.2306