Pelvic Examination in Undergraduate Medical Education: A Scoping Review.

چکیده اصلی

BACKGROUND: Pelvic examination is a core clinical skill in undergraduate medical education, requiring integration of technical competence with communication, consent and patient-centred care. Despite its importance, opportunities to learn pelvic examination are variable, and educational approaches differ widely. Existing reviews have largely focused on short-term learner outcomes rather than broader questions of implementation, cultural context and patient impact. This review aimed to map teaching methods used to teach pelvic examination, examine how effectiveness is defined and evaluated, and identify reported barriers and enablers to implementation. METHOD: A scoping review was conducted in accordance with Arksey and O'Malley's framework and prospectively registered with Open Science Framework. Database searches were undertaken in June 2024 and repeated in May 2026. Studies describing pelvic examination teaching for undergraduate medical students were included. Data were extracted and analysed using inductive qualitative content analysis. Outcomes were mapped to the Kirkpatrick model to enable comparison. FINDINGS: Fifty-five studies were included. Teaching approaches were grouped into received knowledge (e.g., lectures, videos and e-learning) and experiential approaches (e.g., models, professional patients and clinical encounters). Most studies combined multiple modalities. Evaluation predominantly focused on learner-centred outcomes at Kirkpatrick levels 1 and 2, particularly confidence and perceived competence. No studies assessed behavioural change or patient-level outcomes. Implementation was influenced by resource availability, workforce pressures, organisational culture and equity considerations. IMPLICATIONS: Pelvic examination education requires balanced, feasible and culturally sensitive approaches that extend beyond short-term learner outcomes. Future research should prioritise patient perspectives, long-term behavioural change, inclusivity and cost-effective implementation within real-world clinical contexts.

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