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

Research output: Contribution to journalArticlepeer-review

11 Scopus citations


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 languageEnglish (US)
Pages (from-to)1788-1792
Number of pages5
JournalAmerican journal of obstetrics and gynecology
Issue number5
StatePublished - Nov 2004


  • Contraception
  • Education
  • Problem-based learning

ASJC Scopus subject areas

  • Obstetrics and Gynecology


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