reproductive health services for adolescents - Pathfinder International

Module 16/Unit 5
Specific Objective #2: Explain the physical exam and how it can be
tailored to the needs of the adolescent client
CONTENT
Knowledge/Attitudes/Skills
FEMALE PHYSICAL EXAMINATION
General Physical Examination
• Conduct a general physical
examination of all systems.
• Examine her for signs of anemia.
Breast Examination
• The breast examination should
become part of the general medical
evaluation once girls have breasts.
• The main part of the examination is
visualization.
• Examination for breast cancer is not
necessary until at least age 18.
Breast cancer is rare during
adolescent years.
• The most common concerns girls
have about their breasts are whether
they are too big or too small, when
they are going to grow, and why one
is bigger than the other. Reassure the
client that there is no right or wrong
breast size, that she is normal, and
that it is common for one breast to be
bigger than the other.
Vaginal Examination
• The pelvic examination may be
deferred in young adolescents who
have regular menstrual cycles or who
give the typical history of irregular
cycles soon after menarche, and who
have a normal hematocrit, deny
sexual activity, and will reliably return
for a follow-up visit.
Training/Learning Methods
(Time Required)
GROUP WORK (25 MIN.)
The trainer should:
• Divide Px into 2 groups.
• Provide each group with a piece of
flipchart and a marker.
• Ask both groups to brainstorm what
information should be included in a
physical examination for both sexes.
• Have the groups record their answers
on the flipchart.
• Allow 10 minutes.
• Reconvene the larger group.
• Ask each group to present their
conclusions. Ask both groups to
explain why each examination should
be conducted.
• Fill in any missing information using
the content on the left-hand side of
the page.
Ask Px, what can be done to make
the physical examination less
stressful for the adolescent client
Ask Px to review the procedures that
are normally conducted during an RH
visit in their own clinics and to reflect
on how many of these procedures
are absolutely necessary when
dealing with an adolescent client.
How can some of these procedures
be modified to make the RH visit
more positive
Pathfinder International
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Adolescent Curriculum