Teaching Medical Students About Abortion Through Problem-Based Learning [1O

Abstract

INTRODUCTION: Medical students have limited exposure to women’s reproductive health topics in their first two years of training. A problem-based learning (PBL) module was developed to introduce abortion to second year medical students at the University of Louisville School of Medicine. The study’s purpose was to evaluate students’ knowledge and perceptions of abortion before and after the module. METHODS: In February 2017, 159 medical students were divided into 16 small groups and received a case with a woman seeking abortion after diagnosis of Zika infection. Students discussed the case and developed learning objectives in the first session. Groups reconvened after one week to re-evaluate the case. One hundred twenty-seven students completed pre- and post-PBL surveys and 16 facilitators completed post-PBL surveys. Quantitative data were analyzed using SPSS Version 22.0, and qualitative data using Pandit’s version of Glaser and Strauss Grounded Theory. RESULTS: Students reported significantly increased knowledge about abortion after the PBL (58% felt informed or very informed after, 30% before. p<0.001). Paradoxically, students’ quiz scores decreased, with mean score dropping from 7.83 to 6.58 (p<0.001). Prevalent themes included professional obligation, patient autonomy, and moral/ethical objections to abortion. CONCLUSION: Students appreciated the opportunity to discuss abortion and evaluate the ethical and professional considerations surrounding abortion provision. However, comparison of pre- and post-PBL quiz scores suggest that some foundational content, such as procedural details and gestational limits, were not effectively taught in the PBL setting. Future studies are needed to determine whether didactic education, in addition to PBL, can effectively provide comprehensive abortion education.