Background: Physical examination is a core clinical skill that requires both technical ability and sensitive communication abilities. Traditional peer-based training may not adequately prepare students for physical and intimate examinations. Approaches emphasizing consent and patient autonomy are increasingly recognized as essential for patient safety and student readiness.

Methods: A cross-sectional study was conducted among 158 third-year medical students at the Hebrew University of Jerusalem Faculty of Medicine. A voluntary, anonymous questionnaire assessing attitudes toward physical and intimate examinations, including draping and consent practices, was administered. Data included demographic variables and Likert-scale assessments of comfort, preparedness, and educational effectiveness. Descriptive and comparative analyses were performed.

Results: The clinical skills course was associated with reduced discomfort with physical examination, with over 85% reporting moderate to significant improvement for both peer and patient examinations. Simulation models (80%), expert demonstration videos (70.6%), and draping techniques (81%) were perceived as beneficial. Male students reported higher baseline discomfort and greater difficulty with opposite-gender examinations, whereas female students showed greater improvement in communication skills and responsiveness to clinical skills teaching. Religious background, age, and personal relationship status were also associated with variations in comfort and attitudes toward intimate examinations.

Conclusions: Structured clinical skills training was associated with improvements in medical students’ comfort, confidence, and non-technical skills in physical examination. Educational approaches should account for demographic and sociocultural differences while emphasizing consent, communication, and patient centred care.