Gynecologic Curriculum Research Articles

Improved performance and student satisfaction after implementation of a problem-based preclinical obstetrics and gynecology curriculum

This study was undertaken to assess student performance and satisfaction as a preclinical obstetrics and gynecology course changed from a didactic to a problem-based format. We prospectively compared examination scores and course evaluations given to 162 second-year medical students over 4 years: 2 years before and 2 years after the curricular change, to assess student performance and satisfaction with learning. We used analysis of variance for the analysis of student performance and likelihood-ratio test for analysis of student satisfaction. Mean examination scores increased from 79.1% to 84% after implementation of the problem-based curriculum (P < .0001). The data showed statistically significant improvement in satisfaction with course content, learning objectives, learning resources, instructional methods, and course examinations. Students' satisfaction and performance in a preclinical obstetrics and gynecology course improved significantly when problem-based learning methods were introduced.

Ethical and legal education as part of structured training in obstetrics and gynaecology

Ethical and legal education is not part of the postgraduate curriculum in obstetrics and gynaecology. In this article, the authors discuss why it is necessary and how it may be undertaken.

Jefferson Medical College of Thomas Jefferson University.

Jefferson Medical College of Thomas Jefferson University.

Development and Use of Military-Unique Standardized Gynecology Patients in Military Undergraduate Medical Education

Performance-based testing using standardized patients is becoming increasingly popular as a means to assess the clinical competence of medical students. Medical students entering postgraduate training in military treatment facilities have the additional responsibility of military readiness. The increasing number of women in the active armed forces and the diverse missions encountered by the military today necessitate inclusion of military-unique standardized gynecologic patients and scenarios into curricula. We developed a military-unique standardized gynecology patient and scenario and an objective structured clinical examination to evaluate medical students' skills in data gathering and synthesis, development of differential diagnoses, problem solving, and working through military-unique issues of the patient scenario. Integration of an objective structured clinical examination of military-unique gynecology standardized patient scenarios into the obstetrics and gynecology curriculum at the Uniformed Services University of the Health Sciences can lead to successful assessment of student clinical skills and provide a means of ongoing military readiness training.

Development of a problem‐based obstetrics and gynecology curriculum for 3rd‐year medical students

Many medical schools have introduced problem‐based learning (PBL) in the traditional “basic science”; years, but there has not been a great movement to connect PBL methodology with clinical teaching. An attempt to integrate PBL and the clinical component of a 3rd‐year course was undertaken by the Department of Obstetrics and Gynecology, University of Toronto. Evaluations of the preparation, introduction, process, and outcomes were undertaken, using qualitative and survey methodology. Analysis of data revealed that logistics, attitudes of faculty and students, and the degree of faculty preparation were the major influences on the perceived success of the project.

AN EXPERIMENTAL BRIEF COURSE IN SEXUAL BEHAVIOUR AND COUNSELLING

A brief course in sexual behaviour and counseling was given to a sample of 30 fifth-year medical students from Monash University, as an adjunct to their curriculum in gynaecology. The effectiveness of the course in increasing the student's knowledge of sexual behaviour and ability in sexual counselling, and in reducing anticipated anxiety or embarrassment in sexual discussions, was assessed by precourse and postcourse measures. It was concluded that the course was reasonably successful in achieving these aims and provides a basis for desirable future developments in this area.