Integrate GTA teaching as part of a broader multi-modality strategy, with hybrid GTA–manikin models, co-produced standards, and longitudinal, patient-inclusive evaluation¶

Strategy · All strategies
Evidence · 7 claims (5 for, 2 mixed) · 1 study (1 review), q2 · 0 of 1 report an effect size · 7 claims rest on one study

Description¶

The review recommends treating GTA programmes as part of a broader educational strategy rather than a replacement for simulation or workplace-based learning, since pelvic examination training appears most effective when multiple modalities are integrated across curricula. It further recommends hybrid models combining GTA and manikin-based teaching, co-production with GTAs to address ethical concerns, and nationally agreed standards covering ethical guidance, GTA safety frameworks and pedagogical rather than anatomical standardisation.

Design Implications¶

Context¶

Requirements¶

• Programme design guidance including minimum standards for GTA training, support and safeguarding.

Constraints¶

• Evidence on sequencing of hybrid models is mixed: early GTA exposure can enhance confidence, while prior manikin practice may better prepare students for GTA sessions.

Target Learners¶

• undergraduate medical students
• medical schools implementing GTA programmes

Target Learning Goals¶

• pelvic examination competence
• communication skills
• sustainable and equitable programme implementation

Affordances¶

• Gta Four Domain Framework

Claims¶

• GTA-trained students outperform manikin- or clinical-patient-trained peers in examination technique and procedural sequencing, but not in diagnostic ability [+W]
• GTA programmes are consistently associated with reduced student anxiety and improved confidence in pelvic examination, though evidence is frequently short-term and self-reported [+W]
• Evidence for improved OSCE performance from GTA training is mixed, and the evidence base relies heavily on self-reported, short-term, single-centre measures [~W]
• The GTA literature is skewed towards the Global North and largely omits patient perspectives, despite patient-centred justifications for GTA programmes [+W]
• 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 [+W]
• Financial demands are a key barrier to GTA implementation, but cost-effectiveness improves when faculty involvement is reduced and value is assessed over a career trajectory [+W]
• Standardisation of GTA programmes improves quality but may narrow representations of bodily diversity, promoting a hidden curriculum of 'normality' [~W]

Related Strategies¶

• Combine simulation sessions with practical and workplace learning, since limited simulated experiences are insufficient for complex skills
• Develop standardized simulation-based leadership curricula with longitudinal evaluation and multi-center randomized comparison of formats
• Integrate simulation as a curriculum-embedded component with trained instructors and technological infrastructure

Examples¶

-

Key Sources¶

• 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