Navigating Intimate Physical Examination: A Qualitative Study of OBGYN Residents’ Experiences of Supervising Medical Students
4 affiliations
- 1Department of Obstetrics and Gynaecology, KK Women’s and Children’s Hospital, Singapore
- 2Family Medicine Service, KK Women’s and Children’s Hospital, Singapore
- 3National Healthcare Group Polyclinics, Singapore
- 4School of Health Professions Education (SHE), Maastricht University, The Netherlands
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.
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BibTeX
@article{prashant2026navigating,
title = {{Navigating Intimate Physical Examination: A Qualitative Study of OBGYN Residents’ Experiences of Supervising Medical Students}},
author = {Chonkar Sonali Prashant and Jean-Jasmin Mi-Li Lee and Manisha Mathur and Ni Ni Soe and Tan Wei Mun Amanda and Predeebha Kannan and Janneke Frambach},
journal = {Perspectives on Medical Education},
year = {2026},
month = nov,
doi = {10.5334/pme.2306},
url = {https://doi.org/10.5334/pme.2306},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Navigating Intimate Physical Examination: A Qualitative Study of OBGYN Residents’ Experiences of Supervising Medical Students
AU - Chonkar Sonali Prashant
AU - Jean-Jasmin Mi-Li Lee
AU - Manisha Mathur
AU - Ni Ni Soe
AU - Tan Wei Mun Amanda
AU - Predeebha Kannan
AU - Janneke Frambach
PY - 2026
DA - 2026/11/03
JO - Perspectives on Medical Education
DO - 10.5334/pme.2306
UR - https://doi.org/10.5334/pme.2306
AB - 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.
SN - 2212-2761
SN - 2212-277X
ER -