Background: DRE is an important skill across a variety of medical and surgical specialties. Previous research has shown that structured teaching and practice on mannequins is of benefit when teaching the skill to medical students. The current literature does not demonstrate any research into post-graduate teaching and assessment of doctors.
Methods: New core surgical trainees from within the Health Education East of England post-graduate surgical school attended a regional induction day, which included a clinical skills circuit. One station focussed on DRE, where participants were asked to complete a pre-teaching survey, they then received a brief teaching session which included simulation with manikins, and subsequently completed a post-teaching survey.
Results: 48 core surgical trainees participated in the training session and completed the survey. All bar one had had formal teaching on DRE previously, however only 5 had had teaching on the subject at postgraduate level. After teaching/simulation the mean self perceived competency level rose from 6.25 to 8.92 (of 10) p<0.001.
Discussion: Survey findings indicated that participants were likely to overestimate their competence at DRE, but that a brief structured teaching session including practice on manikins was effective in improving confidence. Written feedback was positive and highlighted previously poorly taught/understood aspects of a neurological DRE.