{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,21]],"date-time":"2026-07-21T01:02:42Z","timestamp":1784595762581,"version":"3.55.0"},"reference-count":24,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2026,6,10]],"date-time":"2026-06-10T00:00:00Z","timestamp":1781049600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,6,10]],"date-time":"2026-06-10T00:00:00Z","timestamp":1781049600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["asmepublications.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["The Clinical Teacher"],"published-print":{"date-parts":[[2026,8]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Pelvic examination is a core, yet anxiety\u2010provoking, clinical skill in undergraduate medical education. Traditional teaching approaches\u2014often opportunistic or reliant on simulation\u2014have been criticised for disembodying technical skill from relational and ethical practice. Gynaecology Teaching Associates (GTAs), trained educators who use their own bodies to teach and provide embodied feedback, have emerged as an alternative model. This scoping review aimed to map what is known about GTAs, whose perspectives are represented, and what factors influence implementation.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A scoping review was conducted in accordance with Arksey and O'Malley's framework and prospectively registered. Searches of MEDLINE, Embase, PsycINFO, ERIC and Scopus (June 2025) were supplemented by citation tracking and grey literature searches. English\u2010language sources focused on GTAs were included, with no date restriction. Screening and data extraction were undertaken by two reviewers, with thematic synthesis conducted inductively.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Findings<\/jats:title>\n                    <jats:p>Eighty\u2010three sources were included. Four interrelated domains were identified: educational outcomes, finance, ethics and representation\/standardisation. GTA programmes are consistently associated with reduced student anxiety, improved confidence and enhanced communication skills, though evidence is frequently short\u2010term and self\u2010reported. Financial constraints and logistical complexity present ongoing barriers. Ethically, GTAs are positioned as an advance on historical practices, yet concerns regarding GTA well\u2010being and labour persist. Standardisation improves programme quality but may inadvertently narrow representations of bodily diversity.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Implications<\/jats:title>\n                    <jats:p>GTAs represent a pedagogically and ethically significant approach to pelvic examination teaching. Future research should prioritise longitudinal, multi\u2010institutional evaluation, clearer definitions of effectiveness, patient\u2010centred outcomes and co\u2010produced standards to support sustainable, equitable implementation.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/tct.70460","type":"journal-article","created":{"date-parts":[[2026,6,10]],"date-time":"2026-06-10T10:08:21Z","timestamp":1781086101000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Gynaecology Teaching Associates in Medical Education\u2014A Scoping Review"],"prefix":"10.1111","volume":"23","author":[{"given":"Caitlin","family":"Kelly","sequence":"first","affiliation":[{"name":"School of Medicine Newcastle University  Newcastle Upon Tyne UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Emily","family":"Bell","sequence":"additional","affiliation":[{"name":"School of Medicine Newcastle University  Newcastle Upon Tyne UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Megan E. L.","family":"Brown","sequence":"additional","affiliation":[{"name":"School of Medicine Newcastle University  Newcastle Upon Tyne UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0000-4402-6091","authenticated-orcid":false,"given":"Heidi","family":"Stelling","sequence":"additional","affiliation":[{"name":"School of Medicine Newcastle University  Newcastle Upon Tyne UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,6,10]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.5116\/ijme.617f.b261"},{"key":"e_1_2_10_3_1","first-page":"21","volume-title":"Feeling Medicine: How the Pelvic Exam Shapes Medical Training","author":"Underman K.","year":"2020"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1097\/ACM.0000000000004128"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.1111\/ajo.12634"},{"key":"e_1_2_10_6_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ajog.2025.09.035"},{"key":"e_1_2_10_7_1","doi-asserted-by":"publisher","DOI":"10.1111\/1742-6723.70060"},{"key":"e_1_2_10_8_1","doi-asserted-by":"publisher","DOI":"10.1136\/bmj.326.7380.97"},{"key":"e_1_2_10_9_1","volume-title":"\u2018I Would Never Call It a Good Time.\u2019 A Mixed\u2010Methods Study to Conceptualize Experiences of the Pelvic Exam Through the Socioecological Model","author":"Garzon M. 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