Virtual GTA Review Session at West Virginia University

During this time of crisis and programmatic shut downs, many programs and Universities are exploring the possibilities of virtual GTA and MUTA labs to meet student curriculum requirements. This is a difficult prospect. At its core, the intention of GTA MUTA programming is to create safe space where learners can participate in a live, hands-on experience with an instructor who is not only their instructor but their patient. This provides opportunity for real time step by step instruction and feedback in a relaxed environment where students can practice techniques of the breast, pelvic and urogenital exam on a live simulated patient who utilizes their own body as a primary teaching tool. We here at Clinical Practice Resources don’t feel there is possibility to conduct these labs virtually as learners must obtain critical information that can only be accomplished in a face to face setting. Components of the exam like pressure, practical application of clinical technique, location of internal structures, etc., all have to be assessed as learners are conducting clinical skills techniques. Possibilities for virtual sessions seem to be relocated to the realm of review sessions where learners can review patient education and communication and order in which examination techniques are completed. Several directors of Clinical Practice Resources are members of the International GTA MUTA Association, IGMA, and this issue was a topic of discussion at several of the association’s bi-monthly meetings. A blog was written by a member of the IGMA Board about a project conducted at West Virginia University that held virtual review sessions for students entering third year Ob/Gyn rotation who had all completed the face to face sessions in second year. If you would like to read about this innovative project, please visit
We congratulate our colleagues at West Virginia University and IGMA for providing a platform for critical discussion on issues vital to GTA/MUTA methodology.