Learners are typically health professional students, practicing health professionals, or GTA/MUTA trainees. Learner: an individual who will be instructed by a GTA/MUTA. It is anticipated that a learner has received at least minimal preparation prior to an instructional session and the GTA/MUTA builds their knowledge, competence, and confidence through hands-on practice with real-time feedback. Instructional session: a period of time during which an instructor teaches learners relevant clinical content and safe assessment techniques. The roles of GTA and MUTA represent an application of SP methodology, therefore individuals that train or administer GTA/MUTA program are specialized SP educators. Some may be trainers who exclusively work with SPs, while some may be faculty or healthcare professionals who work with SPs as part of their clinical and/or academic roles”. SP Educator (SPE): “used to refer to those who work to develop expertise in SP methodology and are responsible for training and/or administering. They also address the communication skills needed to provide a comfortable exam in a standardized manner, while using their bodies in a supportive, non-threatening environment (ASPE)”. Male Urogenital Teaching Associate (MUTA): “a male specifically trained to teach, assess, and provide feedback to learners about accurate urogenital and rectal examination techniques. They also address the communication skills needed to provide a comfortable exam in a standardized manner, while using their own bodies in a supportive, non-threatening environment (ASPE)”.
Gynecological Teaching Associate (GTA): “a female specifically trained to teach, assess, and provide feedback to learners about accurate pelvic, rectal and/or breast examination techniques. The ASPE GTA/MUTA SOBP will continue to evolve as our knowledge-base and practice develop. The SOBP are aspirational and should be used to shape Practices within the program’s local context. Programs that incorporate GTAs/MUTAs in simulation roles or in summative assessment are encouraged to reference the ASPE SOBP in conjunction with this document. The ASPE GTA/MUTA SOBP apply to programs that engage GTAs/MUTAs in formative instructional sessions with learners. Principles and Practices were shaped, and in some instances created, to best fit the distinct needs of GTA/MUTA programs. Four of the original ASPE SOBP Domains were validated for GTA/MUTA programs: Safe Work Environment, Instructional Session Development, Training GTAs/MUTAs, and Program Management. Fifteen participants from four countries completed the Delphi process. Results were presented at the ASPE 2019 conference for additional feedback.
The original ASPE SOBP was used as the foundation for the iterative series of three surveys. On behalf of the Association of Standardized Patient Educators (ASPE), the Delphi process was utilized to reach international consensus identifying the Practices that comprise the ASPE GTA/MUTA SOBP.
While GTAs/MUTAs fall under the broader umbrella of Standardized Patient methodology, the specificity of their role indicates need for establishment of Standards of Best Practice (SOBP) for GTA/MUTA programs. During such sessions, the GTA/MUTA uses their own body to instruct while providing real-time feedback. Gynecological Teaching Associates (GTAs) and Male Urogenital Teaching Associates (MUTAs) instruct healthcare professional learners to perform accurate and respectful breast, speculum, bimanual vaginal, rectal, urogenital, and prostate examinations.