Biomedical subjects

Diane Magrane

Publications and source records attributed to Diane Magrane.

4 recordsLinked to original sources

PubMed2006

Simulation training in the obstetrics and gynecology clerkship.

OBJECTIVE: The purpose of this study was to determine the effectiveness of obstetrics simulator training for medical students by comparing measures of confidence in normal obstetrics skills of students with and without training. STUDY DESIGN: After a lecture on normal labor and delivery, 33 third-year students practiced their skills either on an obstetrics simulator (n = 17) or received no further formal instruction (n = 16). All students were asked to respond to surveys of their experience and confidence in performing obstetrics procedures. RESULTS: Students who practiced deliveries on the simulator were more likely to believe that they could perform most portions of a vaginal delivery with minimal supervision or independently than were students who did not receive simulator experience. Fifteen students (88%) who received simulator experience felt that they were ready to attempt a vaginal delivery independently or with minimal supervision compared with 2 students (12.5%) who received a lecture only (P < .001). CONCLUSION: Students who practiced deliveries on an obstetrics simulator report higher levels of confidence in their skills to perform vaginal deliveries.

Clinical Clerkship↗

PubMed2006

An assessment of cultural competence of first- and second-year medical students at a historically diverse medical school.

OBJECTIVE: The purpose of this study was to measure knowledge of cultural variations of health beliefs and practices, especially among Hispanic patients, in a population of medical students at a historically black medical college. STUDY DESIGN: The modified clinical culture competency questionnaire tapped demographic, self-perceived knowledge, skills, encounter-situations, attitudes, education, and training of medical students. The survey was administered on a course management system. The Hispanic health knowledge questionnaire measured student knowledge of Hispanic culture. RESULTS: The response rate was 51%. No significant gender or racial differences were noted. First-year medical students were more skilled in managing sociocultural issues (40.07 vs 33.70; P = .0089) and less skilled in education and training (1.35 vs 0.57; P = .0222) than second-year students. All students scored below the 60th percentile on the Hispanic health knowledge questionnaire. CONCLUSION: These data point to the importance of cultural competency training in Hispanic health and may be used to develop an educational intervention to better address the health care needs of the local Hispanic population.

Adult↗

PubMed2005

Educational games in an obstetrics and gynecology core curriculum.

OBJECTIVE: The purpose of this study was to compare learning satisfaction and effectiveness using traditional lecture or educational game in teaching medical students about ectopic pregnancy. STUDY DESIGN: Third-year medical students were randomized to instruction about ectopic pregnancy through either standard lecture or educational Jeopardy style game. Students in each group completed a pretest, posttest, and satisfaction survey. Experts in ectopic pregnancy validated the pretest and posttest. The satisfaction survey was taken from published validated tests. Paired samples t test was used to compare pretest and posttest scores. Independent samples t tests were used to compare test scores and satisfaction responses between groups. Chi-square tested dichotomous satisfaction responses. RESULTS: All 104 students in both groups showed significant improvement in learning about ectopic pregnancy (P < .001) on pre- and posttest comparison, with scores being almost identical. Students in the group randomized to game format rated it higher in stimulating faculty/student interaction, helping retain information, and overall enjoyment than students participating in the lecture method (P < .001). In addition, students in the game group responded positively that the format was interactive, stimulated their interest, and kept them engaged in class content (P < .001). CONCLUSION: The innovative educational game format was as effective as standard lecture in educating students about ectopic pregnancy, while being more enjoyable and stimulating. Based on these conclusions, we hope to motivate other teachers in obstetrics and gynecology to use innovative teaching methods to provide a more enjoyable, stimulating, and active means of effective medical education.

Curriculum↗

PubMed2005

Improved performance and student satisfaction after implementation of a problem-based preclinical obstetrics and gynecology curriculum.

OBJECTIVE: This study was undertaken to assess student performance and satisfaction as a preclinical obstetrics and gynecology course changed from a didactic to a problem-based format. STUDY DESIGN: We prospectively compared examination scores and course evaluations given to 162 second-year medical students over 4 years: 2 years before and 2 years after the curricular change, to assess student performance and satisfaction with learning. We used analysis of variance for the analysis of student performance and likelihood-ratio test for analysis of student satisfaction. RESULTS: Mean examination scores increased from 79.1% to 84% after implementation of the problem-based curriculum (P < .0001). The data showed statistically significant improvement in satisfaction with course content, learning objectives, learning resources, instructional methods, and course examinations. CONCLUSION: Students' satisfaction and performance in a preclinical obstetrics and gynecology course improved significantly when problem-based learning methods were introduced.

Curriculum↗