Student Attitudes toward Same-Gender versus Mixed-Gender Partnering in Practicing Physical Examination Skills

Abstract

Students were surveyed to assess perceptions with regard to the use of same-gender and mixed-gender partnering in practicing physical examinations. There was support for this arrangement, with students reporting that the practice provided an important learning experience with reasonable levels of comfort and no loss of thoroughness and rigor. Students did express some concerns. Females tended to have lower comfort levels, particularly when they were in the role of patient. Many of the concerns expressed could be addressed with procedural changes during the assignment of partners, and the benefits of continuing this practice seem to outweigh any negative aspects.