A comparison of different contraceptive curriculums and their impact on knowledge retention and learning skills of medical students

Carrie A. Cwiak, Sandra L. Emmons, Iqbal M. Khan, Alison B. Edelman

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

Objective: The purpose of this study is to assess the long-term knowledge retention and learning skills among third year medical students who had been taught about contraception 1 year previously. Study Design: In 2002-2003, 150 third-year medical students were taught contraception in either an interactive or a standard format. Students completed exams at 2-4 weeks and 1 year after sessions. Scores were compared to determine long-term knowledge retention (paired t test). At 1 year, students assessed the long-term impact of the contraceptive lecture (visual analogue scales). Results: This study had a 40% response rate (60/150, interactive 34/77, standard 26/73). Overall, test scores decreased three points (8.6%), with an average test score of 22/35 (p<.01) at 1 year. Follow-up test scores were equivalent between lecture groups (p=.64). Use of a contraceptive resource tended to be higher in the interactive group (50% vs. 27%, p=.08). Students requested that more time be devoted to teaching contraception (78%). Conclusion: Both teaching formats are equivalent in their impact on long-term knowledge retention.

Original languageEnglish (US)
Pages (from-to)609-612
Number of pages4
JournalContraception
Volume73
Issue number6
DOIs
StatePublished - Jun 1 2006

Keywords

  • Contraception
  • Education
  • Problem-based learning

ASJC Scopus subject areas

  • Reproductive Medicine
  • Obstetrics and Gynecology

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