Abstract
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. 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. 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. Knowledge gain with the interactive lecture was equivalent to that with the standard lecture. Satisfaction with both learning formats was high.
Original language | English (US) |
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Pages (from-to) | 1788-1792 |
Number of pages | 5 |
Journal | American journal of obstetrics and gynecology |
Volume | 191 |
Issue number | 5 |
DOIs | |
State | Published - Nov 2004 |
Keywords
- Contraception
- Education
- Problem-based learning
ASJC Scopus subject areas
- Obstetrics and Gynecology