title: Introducing educational theory: vaginal examination.
abstract: A vaginal examination (VE) is one of many core skills used in midwifery practice. Despite the controversy of whether it is necessary in all situations, in this article I take the standpoint that it is useful in providing a full clinical picture, especially at times when closer monitoring is recommended. Additionally, if the core skill is misinterpreted, the findings of the VE can distort the true clinical picture. To support the student, subjective assessment and individual learning pathways must be addressed to avoid unnecessary intervention and psychological impairment to the woman. This article explores some of the difficulties encountered with teaching and learning VE in clinical practice and offers concepts from educational theory to assist in clarifying the difficulties and offering new ways of thinking for both students and midwives.
authors.forename: Jo
authors.initials: J
authors.lastname: Killingley
mesh_terms: D002584:Cervix Uteri; D003479:Curriculum / Q000592:standards; D036861:Delivery, Obstetric / Q000451:nursing*; D004508:Education, Nursing, Baccalaureate / Q000379:methods; D005260:Female; D058869:Gynecological Examination / Q000379:methods*; D006801:Humans; D007748:Labor Stage, Second; D008880:Midwifery / Q000193:education*; D011247:Pregnancy; D018794:Problem-Based Learning / Q000379:methods*; D013338:Students, Nursing; D006113:United Kingdom