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Table 4 Main category “training expectations” (themes D-H)

From: Digital rectal examination skills: first training experiences, the motives and attitudes of standardized patients

Themes Quotations
Theme D) Preparation for training “I read the manual and learned the role of Althoff” (SP 1)
“I just came along.” (SP 3)
“By the fact that I got the script (…) and then also looked there.” (SP 4)
Theme E) What was important to be able to engage with the training “(…) that I knew at least some of the people involved personally (…) that I was well prepared.” (SP 1)
“… but then I though that in some place a progressive approach is also useful for medicine (…) and otherwise I don’t really have much fear of physical contact, although it was completely new to me I just chalked it up as a physical experience for me.” (SP 2)
“(…) and I thought again about how I would feel when I’m being examined like this, what is it like for me when somebody gets too close to me or goes beyond my embarrassment threshold at that moment, but then I found it OK and I found it very interesting to experience it myself in this way (…) that someone does it on me and I also evaluate it.” (SP 4)
“For me, it is an examination almost like any other, this is also a reason why I said yes, and I was of the opinion that they wouldn’t find many people, and that was the case, and I thought I don’t mind it, I’m happy to take part.” (SP 3)
Theme F) Embarrassment factor “Because the conditions were pleasant, I think that I might have perceived the same training but with different personnel differently, but in this constellation how it was with us I found it very good, there were always enough people there to support you so in each sub-group there was always erm at least one person present who guided it, yes.” (SP 2)
“Because I found that it was presented very carefully and very naturally, it was not evaluated as very embarrassing by those who were presenting it, so I found that very good (…) it was just good, it was presented as something really natural and I found it easy to engage myself with it.” (SP 4)
“There weren’t any moments when I felt naked as it were, because there was always either a piece of clothing laid over you or there was a cover, and the doctor really avoided making total eye contact or whatever and this = this feeling of standing there naked in front of someone who was dressed or whatever (…).” (SP 2)
“So this rectal examination, it was a bit embarrassing, but they really did everything they could to limit the embarrassment (…) I didn’t know how I would react to this rectal examination, so for that reason.” (SP 1)
“Yes, appropriate, so they addressed it really well.” (SP 1)
“So I found it very empathetic today (…) it was simply good.” (SP 3)
“So very good, as very sensitive.” (SP 4)
“It was dealt with really OK, it was very clear (…) so I didn’t have any doubts in the personnel at any point.” (SP 2)
Theme G) How SPs experienced the training “Very pleasant, very gentle, discrete and sensitive.” (SP 1)
“(…) very relaxed, it was good (…) the session was kind of doable in terms of time, it was pleasant, there were not too many people there (…) the training today was kind of the most intensive, so from a purely physical point of view because it was just a completely new type of examination for me and because I didn’t have any experience with it, so also unpleasant, but also very interesting kind of for that reason.” (SP 2)
“So I found it very good, very informative for me and I think it will all stick.” (SP 3)
“I experienced it as very interesting and also enriching because there were a lot of things I didn’t know.” (SP 4)
“Whether I can, as it were, reconcile in my own mind that I am earning money for it or on the one hand it is of medical use and on the other hand I’m getting money for it and then I didn’t really know how to weigh that up in my mind, and that’s the moment when I had my doubts.” (SP 2) for it or on the one hand it is of medical use and on the other hand I’m getting money for it and then I didn’t really know how to weigh that up in my mind, and that’s the moment when I had my doubts.” (SP 2)
H) Suggestions for change “Was actually good how it was, yes, I wouldn’t change anything about it.” (SP 1)
“So, I found again today that it was very illustrative, so with all possible means as it were, so with videos and with a model and through through a presentation and then using practical so the practical examination situation, and it was very very rounded and very diverse, yes, so.” (SP 2)
“So, I felt really at ease, you could, well purely from a technical perspective I have the feeling I am well informed (…) the documents, the materials are also clear.” (SP 2)
“Well, for the moment I wouldn’t change anything about the concept, we’ll see how the whole thing can be applied in practice (…) and then maybe some conclusions can be drawn” (SP 2)
“Erm, well, the lecturers have in principle done a very good job, they dealt with things very well, so I haven’t got anything at all to add there.” (SP 2)
“And different lecturers, which also constantly refreshes your attention if you’re not listening to the same person for four hours, I think that’s also good.” (SP 2)
“Er, I think this whole, erm thick manual, it could have been a bit thinner, today she gave us a summary now about the feedback, I think that’s really good.” (SP 3)
“So, I wouldn’t pack any more into it, so if you’ve got it in this framework (…) so I would I would rely on repetition more, so no I don’t mean the repetition of the exam-, so if at all then I would rely on on repetition, so that you maybe just do it twice so that it can all sit better.” (SP 2)
“Why the first feedback didn’t really work because I had the feeling that the feedback (…) was repeatedly addressed and brought up (…) but ultimately, the only thing that really matters (…) that you get it across and you’ve got all these aids how you can implement the different treatment steps that you really practice it more frequently, so you don’t just talk about it, which is also important but that you actually do it more often (…) or you watch others doing it more often.” (SP 2)
“Hmmm, err, I, the maybe a fourth session so not cut short (…) rather rather errm train (…) the respective treatment step in practice a bit more extensively.” (SP 2)
“When there are conflicts er between the students and and SPs, yes in that case the SP has to in effect go some way to replacing the lecturer and dealing with conflicts in the situation (…) so that I at least, I should say, that we are errm, told how to deal with it, yes so if for example I erm might have to give feedback to medikit employees er or whether I don’t have to give feedback, I don’t want to stand there as an in-informer, do I?” (SP 1)
“Yes, what I just always wish for is a precisely defined break, so that y-you know what you can get done in the break and what you can’t.” (SP 1)