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


METHODS
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%).


CONCLUSIONS
Both teaching formats are equivalent in their impact on long-term knowledge retention.
Cwiak
Carrie A
CA
Department of Gynecology and Obstetrics, Emory University School of Medicine, Atlanta, GA 30303, USA.
Emmons
Sandra L
SL
Khan
Iqbal M
IM
Edelman
Alison B
AB
D000328:Adult; D003267:Contraception / Q000379:methods*; D003479:Curriculum; D005260:Female; D006801:Humans; D007858:Learning; D018456:Reproductive Medicine / Q000193:education*; D012153:Retention, Psychology; D013663:Teaching / Q000379:methods