Teaching contraception: an interactive presentation using managing contraception
Cwiak, C.A.; Edelman, A.B.; Hatcher, R.A.; Zieman, M.; Nichols, M.D.; Jensen, J.T.; Emmons, S.L.; Khan, I.M.
American Journal of Obstetrics and Gynecology 191(5): 1788-1792
2004
ISSN/ISBN: 0002-9378 PMID: 15547565 DOI: 10.1016/j.ajog.2004.07.065Document Number: 497639
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.
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