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Teaching contraception: an interactive presentation using managing contraception.

Carrie A Cwiak·Alison B Edelman·Robert A Hatcher·Miriam Zieman·Mark D Nichols·Jeffrey T Jensen·Sandra L Emmons·Iqbal M Khan
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Abstract

OBJECTIVE: Our purpose was to determine whether an interactive medical student contraceptive teaching session results in improved knowledge gain or satisfaction when compared with a standard, didactic lecture. STUDY DESIGN: An interactive lecture was compared with a standard lecture among third-year medical students at Oregon Health and Science University School of Medicine and Medical College of Georgia. Knowledge gain was assessed by comparing correct responses to a posttest with the students' own responses to the same questions given as a pretest before the lecture. Satisfaction with the lecture was assessed on a visual analog scale. Scores and satisfaction ratings were compared within and between lecture groups. RESULTS: A total of 150 students participated. There was a significant increase in test scores within both the interactive and standard groups ( P < .0001 for both groups). The change in scores did not differ significantly between the groups ( P = .087). Although overall satisfaction was significantly greater with the standard lecture ( P = .004), it was high with both lectures. CONCLUSION: Knowledge gain with the interactive lecture was equivalent to that with the standard lecture. Satisfaction with both learning formats was high.

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AdultCohort StudiesContraceptionFemaleGeorgiaHospitals, UniversityHumansMaleOregonProspective StudiesReproductive MedicineTeachingJournal ArticleResearch Support, Non-U.S. Gov't

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Carrie A Cwiak, Alison B Edelman, Robert A Hatcher, Miriam Zieman, Mark D Nichols, Jeffrey T Jensen, Sandra L Emmons, Iqbal M Khan. 2004. Teaching contraception: an interactive presentation using managing contraception.. https://doi.org/10.1016/j.ajog.2004.07.065

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