Teaching contraception: an interactive presentation using managing contraception.
OBJECTIVE
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.


METHODS
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.


RESULTS
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.


CONCLUSIONS
Knowledge gain with the interactive lecture was equivalent to that with the standard lecture. Satisfaction with both learning formats was high.
Cwiak
Carrie A
CA
Department of Gynecology and Obstetrics, Emory University School of Medicine, Atlanta, GA, USA. ccwiak@emory.edu
Edelman
Alison B
AB
Hatcher
Robert A
RA
Zieman
Miriam
M
Nichols
Mark D
MD
Jensen
Jeffrey T
JT
Emmons
Sandra L
SL
Khan
Iqbal M
IM
D000328:Adult; D015331:Cohort Studies; D003267:Contraception; D005260:Female; D005845:Georgia; D006785:Hospitals, University; D006801:Humans; D008297:Male; D009922:Oregon; D011446:Prospective Studies; D018456:Reproductive Medicine / Q000193:education*; D013663:Teaching