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035 a| (Sirsi) o889804339;

035 a| (OCoLC)889804339;

049 a| EREE;

090 a| R727.43;

100 1 a| Buck, Katherine S.,e| author.?| UNAUTHORIZED;

245 10 a| Impact of educational messages on patient acceptance of male medical students in OB-GYN encounters /c| by Katherine S. Buck.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2014.;

300 a| 128 pages;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 0.99Mb2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ph.D.c| East Carolina Universityd| 2014.;

500 a| Presented to the faculty of the Department of Psychology.;

500 a| Advisor: Heather Littleton.;

500 a| Title from PDF t.p. (viewed September 29, 2014).;

520 3 a| Medical student education in obstetrics and gynecology (OB-GYN) is an essential part of training and involves direct patient care experiences (APGO, 2012a; Harrell et al., 1993). However, for male students difficulties in obtaining patient permission to participate in OB-GYN encounters can be a significant barrier to gaining this training (Higham & Steer, 2004; O'Flynn & Rhymer, 2002; Tang & Skye, 2009). One study suggests that at least some patients who initially refuse student participation can be influenced to change their minds through provision of education about students' technical skills and training (Fortier, Hahn, Trueman, and Reid, 2006). Thus, our primary aim was to evaluate whether an educational message that focused on student training in communication and empathic skills would be more effective at increasing patient acceptance than one focused on students' technical training and skills as this type of message may address patient concerns regarding interacting with male students specifically. Participants were 593 college women who were asked to accept a male medical student into a hypothetical well-woman examination. Women who refused were randomly assigned to receive one of the two messages and then asked again to accept participation. Results indicated that both intervention messages were equally efficacious at increasing acceptance with 45% who received the empathic qualifications intervention message accepting participation as did 49% who received the educational qualifications intervention, [chi]² (1, N = 181) = 0.3, p = .58. Also, women who initially refused participation were more likely to report a preference for a female provider (65.2% versus 34.7%), [chi]² (3, N = 593) = 51.59, p < .001. Results supported that for women who refused participation, issues related to the student's gender, discomfort with student involvement in a sensitive exam, as well as privacy concerns were influential in their decision. Additionally, findings supported that providing information about either the communication and empathic skills or the technical skills and medical knowledge of students led a sizable percentage of initial refusers to allow participation. Clinicians should therefore provide information about the empathic and educational qualifications of medical students when asking for acceptance of medical students.;

504 a| Includes bibliographical references.;

650 0 a| Patient compliance.=| ^A3662;

650 0 a| Medical students.=| ^A66172;

650 0 a| Gynecologistsx| Training of.=| ^A826596;

650 0 a| Obstetriciansx| Training of.=| ^A849445;

653 a| Clinical psychology;

653 a| Medicine;

700 1 a| Littleton, Heather L.,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Psychology.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/4502;

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994 a| C0b| ERE;

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998 a| 3510160;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3510160-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 9/2/2014x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3510160-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 9/2/2014x| ETDz| HERESOURCE;

Impact of educational messages on patient acceptance of male medical students in OB-GYN encounters / by Katherine S. Buck.

Author/creator	Buck, Katherine S. author.
Other author	Littleton, Heather L., degree supervisor.
Other author	East Carolina University. Department of Psychology.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2014.
Description	128 pages
Supplemental Content	Access via ScholarShip
Subjects	Patient compliance. Medical students. Gynecologists--Training of. Obstetricians--Training of.

Summary	Medical student education in obstetrics and gynecology (OB-GYN) is an essential part of training and involves direct patient care experiences (APGO, 2012a; Harrell et al., 1993). However, for male students difficulties in obtaining patient permission to participate in OB-GYN encounters can be a significant barrier to gaining this training (Higham & Steer, 2004; O'Flynn & Rhymer, 2002; Tang & Skye, 2009). One study suggests that at least some patients who initially refuse student participation can be influenced to change their minds through provision of education about students' technical skills and training (Fortier, Hahn, Trueman, and Reid, 2006). Thus, our primary aim was to evaluate whether an educational message that focused on student training in communication and empathic skills would be more effective at increasing patient acceptance than one focused on students' technical training and skills as this type of message may address patient concerns regarding interacting with male students specifically. Participants were 593 college women who were asked to accept a male medical student into a hypothetical well-woman examination. Women who refused were randomly assigned to receive one of the two messages and then asked again to accept participation. Results indicated that both intervention messages were equally efficacious at increasing acceptance with 45% who received the empathic qualifications intervention message accepting participation as did 49% who received the educational qualifications intervention, [chi]² (1, N = 181) = 0.3, p = .58. Also, women who initially refused participation were more likely to report a preference for a female provider (65.2% versus 34.7%), [chi]² (3, N = 593) = 51.59, p < .001. Results supported that for women who refused participation, issues related to the student's gender, discomfort with student involvement in a sensitive exam, as well as privacy concerns were influential in their decision. Additionally, findings supported that providing information about either the communication and empathic skills or the technical skills and medical knowledge of students led a sizable percentage of initial refusers to allow participation. Clinicians should therefore provide information about the empathic and educational qualifications of medical students when asking for acceptance of medical students.
General note	Presented to the faculty of the Department of Psychology.
General note	Advisor: Heather Littleton.
General note	Title from PDF t.p. (viewed September 29, 2014).
Dissertation note	Ph.D. East Carolina University 2014.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Impact of educational messages on patient acceptance of male medical students in OB-GYN encounters / by Katherine S. Buck.

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