Intrauterine Device Training Workshop for Preclinical Medical Students

A Flipped Classroom Case to Introduce OB/GYN Clerkship Students to Contraception, Postpartum Care, and Intimate Partner Violence Screening

Introduction

The Association of Professors of Gynecology and Obstetrics core learning objectives for medical students include postpartum care, peripartum mood disorders, family planning, and intimate partner violence.

Methods

This module uses student prework, session slides, and a facilitator guide for a 2-hour flipped classroom case that addresses these core learning areas for medical students on their obstetrics and gynecology clerkship. We assessed the module in a range of domains with five rotations of students who participated during their clerkship and facilitators who led the session. Data were collected from students and facilitators via voluntary participation in a survey made available after the session. Data are reported as proportion of respondents who agreed or strongly agreed.

Results

Of 97 student participants, 57 completed the survey (59%). More than 85% agreed or strongly agreed that the session improved understanding or comfort in each of the learning objectives, and the majority agreed that the prework offered useful knowledge for the session (89%), that the session was interactive (91%), and that the session format was helpful in applying new knowledge (95%). Fifty-seven percent of facilitators responded; all agreed that the facilitator guide increased their confidence while teaching and that they spent less time preparing for the session than traditional didactics. Most (89%) agreed that the facilitator guide helped them promote active learning.

Discussion

With favorable student and facilitator perceptions, this module provides a tool to address several core learning objectives for medical students in the context of an interactive flipped classroom module.

Sexual and reproductive health teaching in undergraduate medical education: A narrative review

OBJECTIVE

Contraception use, undesired pregnancy, and abortion care are common medical experiences that most physicians will encounter for their patients. Future physicians should therefore have some formal education on these topics. In this narrative review, we focused on how medical education approaches these sometimes polarizing yet fundamental topics.

METHODS

We assessed the published literature on sexual and reproductive health education in undergraduate medical education from 2000 to 2021, screening 868 articles and including 52 articles. We included articles that discussed contraception, emergency contraception, pregnancy options counseling, abortion, and ethics related to sexual and reproductive health.

RESULTS

Included studies came from 14 countries and described both preclinical and clinical education. Studies assessed medical student knowledge, the effectiveness of educational interventions and medical school faculty perspectives on sexual and reproductive health curricula. Medical educators have employed a variety of approaches to teach sexual and reproductive health including simulation, objective structured clinical examinations, team-based learning, narrative medicine, online modules, and flipped classrooms.

CONCLUSION

Students generally received sexual and reproductive health education favorably, demonstrating increased knowledge and comfort with these topics after an education session. Studies also identified curricular gaps and deficiencies in student knowledge, which may indicate a need for improved and consistent medical school education on contraception and abortion.

Students' attitudes toward digital learning during the COVID-19 pandemic: a survey conducted following an online course in gynecology and obstetrics

PURPOSE

The purpose of this survey was to assess medical students' opinions about online learning programs and their preferences for specific teaching formats during COVID 19 pandemic.

METHODS

Between May and July 2020, medical students who took an online gynecology and obstetrics course were asked to fill in a questionnaire anonymously. The questionnaire solicited their opinions about the course, the teaching formats used (online lectures, video tutorials featuring real patient scenarios, and online practical skills training), and digital learning in general.

RESULTS

Of 103 students, 98 (95%) submitted questionnaires that were included in the analysis. 84 (86%) students had no problem with the online course and 70 (72%) desired more online teaching in the future. 37 (38%) respondents preferred online to traditional lectures. 72 (74%) students missed learning with real patients. All digital teaching formats received good and excellent ratings from > 80% of the students.

CONCLUSION

The survey results show medical students' broad acceptance of the online course during COVID 19 pandemic and indicates that digital learning options can partially replace conventional face-to-face teaching. For content taught by lecture, online teaching might be an alternative or complement to traditional education. However, bedside-teaching remains a key pillar of medical education.