GTA programmes are consistently associated with reduced student anxiety and improved confidence in pelvic examination, though evidence is frequently short-term and self-reported¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across the reviewed literature, GTA programmes consistently reduce student anxiety and improve confidence, with learners reporting feeling calmer, more secure and better prepared for pelvic examinations following sessions. → Kelly Caitlin 2026 q2 i? Confidence gains were reported as greater for male students, and a few studies found no statistically significant differences compared to alternative teaching methods. → Kelly Caitlin 2026

Evidence¶

Kelly Caitlin 2026¶

Kelly Caitlin, Bell Emily, Brown Megan E. L., Stelling Heidi. (2026). Gynaecology Teaching Associates in Medical Education—A Scoping Review. The Clinical Teacher. https://doi.org/10.1111/tct.70460

q2 · i? · review · r2

Thematic synthesis of a scoping review of 83 sources; Table 1 lists 28 papers reporting reduced anxiety and improved confidence. The review reports learners "feeling calmer, more secure and better prepared" after GTA sessions, though many studies rely on self-reported measures.

"GTA programmes consistently reduce student anxiety and improve confidence, with learners reporting feeling calmer, more secure and better prepared for pelvic examinations following sessions"

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• GTA programmes raise ethical concerns about GTA well-being and labour, yet structured programmes can safeguard well-being and are framed as more ethical than historical practices — related
• Evidence for improved OSCE performance from GTA training is mixed, and the evidence base relies heavily on self-reported, short-term, single-centre measures — related
• GTA-trained students outperform manikin- or clinical-patient-trained peers in examination technique and procedural sequencing, but not in diagnostic ability — related
• Standardisation of GTA programmes improves quality but may narrow representations of bodily diversity, promoting a hidden curriculum of 'normality' — related
• Learner confidence consistently improved following e‐learning interventions in ENT education — related