Medical Student Satisfaction Research Articles

Satisfaction of Medical Students with Courses Offered in the Community Medicine Center in Kermanshah University of Medical Sciences (2016 - 2017)

: Evaluating educational practices in medical sciences has always been absolutely significant, given their definite role in training human resources and that receiving feedbacks for enhancing educational activities is a relatively new subject. Identifying the causes of students’ satisfaction and analyzing all the factors therefore significantly affect the academic achievement of students and can play a key role in enhancing the quality of services. Medical sciences universities currently consider students’ attitudes towards the quality of the education provided as an essential factor in the quality monitoring of ongoing studies in this field. Given the importance of community-centered education courses and the effects of different variables on students’ satisfaction and perception of the problems and quality of educational services provided, the present study was conducted to determine the degree of satisfaction of medical interns in Kermanshah University of Medical Sciences, Kermanshah, Iran.

Predictors of medical student satisfaction with pre-clinical courses

Although student course evaluations are widely used as important measures of teaching quality, little attention has been paid to understanding what influences student satisfaction with courses. This study aimed to identify predictors of medical student overall satisfaction with pre-clinical courses. Data were collected from course evaluations conducted from 2014 to 2016 on all 38 pre-clinical courses offered in Years 1 and 2 of a four-year medical curriculum at a private medical school in South Korea. The course evaluation questionnaire consisted of 10 items, which addressed three aspects of course design and implementation, that is, effective course implementation, course contents and teaching methods, and appropriateness of learning outcomes, which were rated using a five-point Likert scale. Along with these three domains, teaching ratings and five variables related to the course characteristics were included in a multivariate stepwise regression analysis performed to identify factors predicting overall course satisfaction. A total of 5,347 evaluation surveys were collected from 278 students (response rate of 92.3%). The regression analysis revealed six variables that predicted overall course satisfaction (adjusted r2 = 0.71, p < 0.001). The best predictor was the appropriateness of learning outcomes and this was followed by course contents and teaching methods, effective course implementation, teaching ratings, and the year in the program and the semester of the year in which the course was offered. Our findings highlight the importance of the design and implementation of the course in alignment with the learning outcomes and of clearly communicating them to enhance student satisfaction with quality of the course.

Medical students Perception, Satisfaction and Feedback about Bedside Teaching (BST)

Bedside teaching is one of the most important modality of clinical teaching method in the presence of a patient which delivers practical essentials to the budding doctors. It emphasis on training medical students, residents and internes in history taking and physical examination skills which play a vital role in getting the diagnosis. Indeed, medicine is learned by the bedside teaching rather than classroom teaching stated by an eminent personality Sir William Osler. In the past few decades the significance of the bedside teaching is gradually fading off with the advancement in the medical technology. Most educators were confused about role of bedside teaching; number of researches is popping up with this regard. The aim of the current study was to determine how the first clinical year students perceive and reflect on bedside teaching method in their first encounter and to identify the different attitudes towards learning. It was a cross-sectional, questionnaire based study. One hundred and two, year three medical students of first clinical year from Universiti Malaysia Sarawak (UNIMAS), chosen for the study using convenience sampling method. The study showed that the students were satisfied in most of the categories of BST. The study explored students expectations like “to get more information over the topic as much as possible” and can assess their preference such as “if know the topic beforehand”, “more interactive” and “delivered take home message”. The negative feedback like ‘stressful’ and ‘boring’ also helped the teachers how to engage the learners during the BST. This study will help to assess the satisfaction of students or the most important stakeholders of our university regarding their learning process. This feedback from the students supports the effort to improve in teaching method so that teachers can produce best professionals in the field. It is a beneficial and reliable study in terms of perspectives in developing the best teaching methods.

A Study on the Motivation and User Satisfaction of Medical Students Using the Academic Search Engines

A Study on the Motivation and User Satisfaction of Medical Students Using the Academic Search Engines

Text Messaging as a Teaching Tool in a Family Medicine Clerkship Rotation.

Today's learners use multiple forms of social communication, such as text messaging, that offer a promising teaching tool for medical education. The purpose of this study was to evaluate a diabetes care curriculum delivered through text messages for third-year medical students on a rural family medicine clerkship. A pilot study of 119 participants were compared in a parallel group randomized controlled trial evaluating medical student learning and satisfaction with text messages throughout rotation compared to an email with the same content in their first week of rotation. Participants completed a 10-question multiple-choice test and six survey questions upon completing the rotation. The primary outcome was a difference between test scores among the two groups, and student satisfaction with the educational intervention was a secondary outcome. A total of 85 participants successfully completed the study protocol (34 text messages and 51 email) and were included in a per protocol analysis. The average number of correct responses per test was 3.32 (SD 1.29) in the texting group and 3.69 (SD 1.53) in the email group (P=0.259). Student satisfaction with text messages was 3.68 (SD 0.87) compared to email at 2.02 (SD 0.95) when rating the educational intervention on a 1 to 5 Likert scale (1=poor, 3=average, and 5=excellent). Participant knowledge on a challenging posttest was not improved with text messages compared to an email in this pilot study. Satisfaction with text messages was primarily positive. Further study is needed to determine the effectiveness of this content delivery method.

Interprofessional education in a student clinic: Curricular integration of a model workflow for medical, pharmacy, social work and undergraduate learners

Abstract Interprofessional education (IPE) has become a cornerstone within the health sciences as a strategy to enhance communication and collaboration among health professions students. The Cooper Medical School of Rowan University (CMSRU) partners with the Philadelphia College of Pharmacy (PCP) of the University of Sciences to deliver free healthcare to uninsured residents of Camden, NJ at the Cooper Rowan Clinic (CRC). The clinic incorporates a longitudinal workflow model that seeks to deliver high-quality patient care and serve as a platform for IPE. This article describes the organization of the CRC, which accommodates close to 400 learners in a restricted space while maintaining the IPE component. The quality of the learning experience was evaluated by comparing data from medical student course evaluations over a 3 year time period. Data suggests that the current model resulted in a statistically significant improvement in medical student satisfaction and can therefore be used as an example for other student clinics looking to implement IPE within their workflow system.

A Novel Approach to Simulation-Based Perineal Repair in Undergraduate Medical Education.

There is no formalized hands-on teaching of suturing skills for clerkship students during their dedicated obstetrics and gynaecology (OB/GYN) teaching sessions at the University of Toronto. Nevertheless, the students are exposed to suturing during gynaecologic surgery, Caesarean sections, and perineal repairs. As a result, a formal pilot workshop on knot-tying and perineal laceration repair was developed for incorporation into the third-year clerkship curriculum with the goals of increasing students' knowledge and technical skills. Participants consisted of students enrolled in their OB/GYN clerkship rotation at St. Michael's Hospital at the University of Toronto from December 2016 to August 2017. Prior to the workshop, students' (n = 82) baseline knowledge of perineal lacerations was assessed with a pre-test quiz and their knot-tying speeds (two hand-ties and two instrument ties) were recorded. Students were then taught perineal anatomy, laceration types and repair techniques, suturing, and knot-tying. Under direct supervision, students practiced the technical skills for 45 minutes. Knowledge and knot-tying speeds were then reassessed following the educational session. There was a statistically significant improvement in both knowledge (51% to 71%; P < 0.05) and technical skills (258.8 seconds to 197.4 seconds; P < 0.05) after the workshop. Importantly, 94% of students "agreed" or "strongly agreed" that this method of learning was more enjoyable than traditional methods. This pilot project demonstrates that a formal hands-on workshop improves medical knowledge, technical skills, and student satisfaction. This has the potential for students to have increased opportunities at the bedside, with higher patient acceptance and safety.

Break out of the Classroom: The Use of Escape Rooms as an Alternative Teaching Strategy in Surgical Education

To implement and assess the impact of a Vascular Surgery-themed Escape Room on medical student motivation, satisfaction, and engagement in CanMEDS roles. The authors designed an Escape Room combining Vascular Surgery objectives, knowledge-based problems and technical skills into Vascular Surgery-themed stations. Groups of 3 to 4 medical students participated in the activity. Data collected included time to escape, CanMEDS roles covered during the activity, debriefing interview session, and satisfaction survey. The Escape Room was installed at the University of Ottawa Skills and Simulation Centre at the Ottawa Hospital, a tertiary care center. Medical students in their preclerkship years of study were invited to participate in the Escape Room. In total, 13 medical students completed the experience, divided into 4 groups. Thirteen medical students divided into 4 groups participated in the Escape Room. Two teams used a collaborative strategy to complete the activity and successfully escaped with an average time of 53.6 minutes, whereas only 1 of the 2 teams completing the experience employing an individualistic strategy successfully escaped. Following the experience, 83% of participants stated that the experience motivated them to prepare beforehand and believed that the experience consolidated the knowledge that they had read. All the participants also reported that the experience encouraged the use of the CanMEDS communicator and collaborator roles. As well, 76.9% of students mentioned that they enjoyed the practical exercises incorporated into the experience and 53.8% stated that they would like to see the Escape Room format included in the medical curriculum. By combining knowledge-based problems, key learning objectives, technical skills, and CanMEDS themes into the Escape Room, the authors have developed a learning platform that may be more enjoyable and provide an adjunct to traditional didactic lectures.

Associations between symptoms of attention-deficit/ hyperactivity disorder and life satisfaction in medical students: the mediating effect of resilience

BackgroundResearch on symptoms of attention-deficit/hyperactivity disorder (ADHD) in medical students is rather scant. Studying the disorder in this population, especially its associations with positive psychological constructs can further the understanding of mental health in future physicians. The objectives of the present study were to investigate the prevalence of ADHD symptoms in medical students, to examine the relationships between ADHD symptoms and life satisfaction, and to explore the mediating role of resilience on the associations.MethodsThis cross-sectional study was carried out at one medical university in China, in June 2016. Self-reported questionnaires consisting of Adult ADHD Self-Report Scale (ASRS), Wender Utah Rating Scale (WURS), Conner-Davidson Resilience Scale (CD-RISC), Satisfaction With Life Scale (SWLS), and socio-demographic characteristics, were distributed to the students. Hierarchical linear regression analyses were used to examine the effects of ADHD symptoms on life satisfaction, and asymptotic and resampling strategies were used to explore the mediating role of resilience.ResultsA total number of 521 medical students became final subjects. Based on the cutoffs of the scales, 1.54% of the medical students were highly likely to have ADHD, and 6.91% of the students were likely to have ADHD. Only inattention was negatively correlated with life satisfaction in the students. Resilience functioned as a mediator in the relationship between inattention and life satisfaction.ConclusionsThe prevalence of ADHD symptoms among Chinese medical students could be relatively high. Inattention is significantly related to life satisfaction among the students. Early identification of medical students with ADHD symptoms should be warranted. Resilience intervention programs might be undertaken to enhance life satisfaction in medical students, especially for those with inattention symptoms.

104 - Improving Junior Medical Student (JMS) Pediatric Knowledge and Satisfaction with Resident Teaching Using Premade Teaching Resources

104 - Improving Junior Medical Student (JMS) Pediatric Knowledge and Satisfaction with Resident Teaching Using Premade Teaching Resources

519 A combination of re-exposure and active learning maximizes medical student satisfaction and long-term recognition of skin lesions

519 A combination of re-exposure and active learning maximizes medical student satisfaction and long-term recognition of skin lesions

Near‐Peer Created Videos: A Valuable Tool in Focusing Student Learning in the Gross Anatomy Laboratory

Near‐peer teachers continue to be a significant driving force behind curricular changes that provide anatomy instruction to meet the needs of students in the current learning environment. Near‐peer teaching assistants (TAs) are important contributors in the facilitation of Mayo Clinic School of Medicine, anatomy course. The team‐based design of this course incorporates various approaches to team oriented activities, including introduction to radiology and ultrasound education and whole body dissections. TAs are equally involved in delivery of briefing sessions, prosections, guidance of student dissections, and review sessions. While students acknowledge educational benefits of learning anatomy through dissection, many still experience challenges in effectively using combined classical resources such as dissection manuals, textbooks, atlases, and various computer‐assisted tools. To enhance student competency in dissection as well as to maintain curricular alignment between clinically oriented course content and dissection goals often different than what is presented in dissection manuals or commercially available videos, TAs dissected a cadaver and created short videos. Videos outlined necessary steps for the assigned dissection, identified challenging aspects of dissection procedure, and provided review of clinically relevant anatomic structures. Videos were filmed daily by TAs using commercially available iPads or iPhones and edited using iMovie software. All videos were uploaded to Blackboard curriculum management system the day before dissection and remained accessible to students throughout the course. The objective of this study was to determine medical student satisfaction and utilization of near‐peer created teaching videos for preparation and guidance of laboratory dissection. A total of 28 videos were created that ran from approximately 2 to 13 min in duration. Viewing data for the videos was tracked on the server and a survey was distributed to the students after the final examination (IRB protocol #17‐009090). Response rate was 91% (48 of 53 students responded to the survey). The survey used a five‐point Likert scale in which 1 = strongly disagree and 5 = strongly agree. In general, students found the videos useful in their preparation for laboratory dissection. They agreed that they frequently used the videos to prepare for the assigned dissection (4.74) and they felt that videos improved their efficiency (4.73) and confidence (4.45) in the laboratory. Additionally, 47% of students ranked the videos as their primary resource for dissection preparation. Near‐peer created videos provide an inexpensive and effective alternative to commercially available products. In addition, these videos allow facilitators to relate course specific material with dissection goals, advance self‐directed learning, and help students overcome the challenge of potential cognitive overload from the need to consult too many references within a short timeframe of the dissection laboratory.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Early experience with a combined surgical and obstetrics/gynecology clerkship: We do get along

BackgroundIn 2012, the Ohio State University College of Medicine (OSUCOM) implemented a new undergraduate medical curriculum. We compare outcomes of a third year traditional clerkship format to a combined Surgery and Obstetrics/Gynecology ‘ring’. MethodsPerformance outcomes of 4 consecutive classes were compared between pre- (2014, 2015) and post-curricular revision (2016, 2017). ResultsThree hundred ninety-one students consented use of their educational data for research. We examined medical knowledge (NBME scores, USMLE Step 1 and Step 2 CK scores) and student satisfaction between pre- and post-curricular revision. Results demonstrated no statistically significant difference in the Obstetrics/Gynecology NBME shelf examination. Surgery NBME and USMLE Step 2 scores were increased and statistically significant but satisfaction of both disciplines was higher pre-curricular revision. ConclusionMedical knowledge outcomes in this combined ’ring’ were similar to or higher than performance in previous years'. Future analyses are needed to assess the impact of OSUCOM curricular revision.

Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial.

BackgroundElectronic learning (e-learning) through mobile technology represents a novel way to teach emergent otorhinolaryngology-head and neck surgery (ORL-HNS) disorders to undergraduate medical students. Whether a cognitive style of education combined with learning modules can impact learning outcomes and satisfaction in millennial medical students is unknown.ObjectiveThe aim of this study was to assess the impact of cognitive styles and learning modules using mobile e-learning on knowledge gain, competence gain, and satisfaction for emergent ORL-HNS disorders.MethodsThis randomized controlled trial included 60 undergraduate medical students who were novices in ORL-HNS at an academic teaching hospital. The cognitive style of the participants was assessed using the group embedded figures test. The students were randomly assigned (1:1) to a novel interactive multimedia (IM) group and conventional Microsoft PowerPoint show (PPS) group matched by age, sex, and cognitive style. The content for the gamified IM module was derived from and corresponded to the textbook-based learning material of the PPS module (video lectures). The participants were unblinded and used fully automated courseware containing the IM or PPS module on a 7-inch tablet for 100 min. Knowledge and competence were assessed using multiple-choice questions and multimedia situation tests, respectively. Each participant also rated their global satisfaction.ResultsAll of the participants (median age 23 years, range 22-26 years; 36 males and 24 females) received the intended intervention after randomization. Overall, the participants had significant gains in knowledge (median 50%, interquartile range [IQR]=17%-80%, P<.001) and competence (median 13%, IQR=0%-33%, P=.006). There were no significant differences in knowledge gain (40%, IQR=13%-76% vs 60%, IQR=20%-100%, P=.42) and competence gain (0%, IQR= −21% to 38% vs 25%, IQR=0%-33%, P=.16) between the IM and PPS groups. However, the IM group had a higher satisfaction score (8, IQR=6-9 vs 6, IQR=4-7, P=.01) compared with the PPS group. Using Friedman’s two-way nonparametric analysis of variance, cognitive styles (field-independent, field-intermediate, or field-dependent classification) and learning modules (IM or PPS) had significant effects on both knowledge gain (both adjusted P<.001) and satisfaction (both adjusted P<.001).ConclusionsMobile e-learning is an effective modality to improve knowledge of emergent ORL-HNS in millennial undergraduate medical students. Our findings suggest the necessity of developing various modules for undergraduate medical students with different cognitive styles.Trial RegistrationClinicaltrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)

The effect of distance learning via SMS on academic achievement and satisfaction of medical students

INTRODUCTION:Recently, medical education has made significant progress, and medical teachers are trying to find methods that have most impressive effects on learning. One of the useful learning methods is student active participation. One of the helpful teaching aids in this method is mobile technology. The present study aimed to determine the effect of sending educational questions through short message service (SMS) on academic achievement and satisfaction of medical students and compare that with lecture teaching.SUBJECTS AND METHODS:In an semi-experimental, two chapters of urology reference book, Smiths General Urology 17th edition, were taught to 47 medical students of Isfahan University of Medical Sciences in urology course in 2013 academic year. Kidney tumors chapter was educated by sending questions through SMS, and bladder tumors part was taught in a lecture session. For each method, pretest and posttest were held, each consisting of thirty multiple choice questions. To examine the knowledge retention, a test session was held on the same terms for each chapter, 1 month later. At the end, survey forms were distributed to assess student's satisfaction with SMS learning method. Data were analyzed through using SPSS 20.RESULTS:The findings demonstrated a statistically significant difference between the two learning methods in the medication test scores. Evaluation of the satisfaction showed 78.72% of participants were not satisfied.CONCLUSIONS:The results of the study showed that distance learning through SMS in medical students could lead to increase knowledge, however, it was not effective on their satisfaction.

Gender-based perception of undergraduate medical students at King Abdulaziz University towards use of simulation-based learning in pediatrics

Background: Use of simulation in pediatric clinical teaching has been adopted in many postgraduate curricula while there is limited data on its impact on medical student satisfaction in the undergraduate pediatric clerkship. Objectives: this study aimed to assess the perception of undergraduate medical students at King Abdulaziz University (KAU) towards simulation-based learning in pediatrics clerkship and if the gender affects their perception. Subjects and methods: A comparative cross sectional study was conducted during the academic year 2017/2018 at the clinical skills and simulation center (CSSC), KAU Hospital using a self-administered questionnaire distributed to 390 fifth year medical students enrolled in the pediatric rotation. Student were requested to assess a simulation session on managing a child with status epileptics. The data was analyzed using the Statistical Package of Social Science (SPSS) Version 16. Results: Although most of the students attended the simulation-based session were satisfied with the orientation about the simulation environment, the female students were significantly (p=0.005), more satisfied than the males. On the other hand, both male and females were satisfied with the simulation environment, technology and the clarity of session objectives with no significant difference between them. The simulation session was significantly (P=0.006) more helpful to female students in applying the knowledge and skill they need for clinical practice more than the male students. Conclusion: Face validity of simulation-based learning in pediatrics by undergraduate female medical students was evidenced in this study compared to male students.

The relationship between resilience, happiness, and life satisfaction in dental and medical students in Jeddah, Saudi Arabia.

Few studies have investigated positive psychological health among medical and dental students. This study aimed to investigate the relationship between resilience, satisfaction with life, and happiness among medical and dental students in private colleges in Jeddah, Saudi Arabia. A total of 607 participants, from 3rd-year students to interns, were involved in a cross-sectional study. Data were collected through a self-reported questionnaire. Resilience was measured by the Resilience Scale-14, happiness was measured by the subjective happiness scale, and life satisfaction was measured by the satisfaction With life scale. Data were analyzed by t-test, ANOVA, and linear regression. There was a significant correlation between resilience and life satisfaction (P < 0.001), and between resilience and happiness (P < 0.001). There were 66.3% who have resilience below average and 24.7% who have satisfaction with life below average. Resilience was higher in females, dental students, and students with high family income than it was in the opposite subgroups. Students with high resilience are happier and more satisfied with their lives. Establishing programs to help students improve their resilience is recommended.

Absenteeism among Saudi Medical Students

Background: Student absenteeism refers to the frequent absence from classes without any good reason and thought to be the primary concern in health profession education worldwide mainly in medical school. Methods and Material: This study is a cross sectional design conducted in 152 medical students of King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Saudi Arabia. A self-reported questionnaire was used to determine absenteeism behavior, contributing factors of absenteeism, and level of satisfaction of medical students towards the medical program of the university. Adapted questionnaire from Timmins and Kaliszer (9) was also utilized to examine factors of stress among medical students. Descriptive statistics, linear correlation and Pearson correlational coefficient utilizing SPSS v22 for the analysis of data. Results: A total of 143 (92.76%) participated in the study. 104 or 72 % were male, and 28% were female with mean age of 22.5 (±2.02) and a mean GPA of 4.4 (±0.4). 77 (53.8%) of students were absent for 5 times or more in lectures/basic and clinical sciences sessions and clinical diagnostic sessions. These absences are mainly because of study (n=36, 25.2%) and course dissatisfaction (n=32, 22.4%). However, only 3 (2.1%) who had an absence for 5 times or more in Problem Based Learning (PBL) sessions. These absences in PBL sessions are mainly because of sleep (n=11, 7.7%) and family commitments (n=10, 7.0%). There is an inverse correlation between absenteeism and academic performance. Conclusion: Absenteeism has a negative impact on the academic performance of medical students.

A study of satisfaction of medical students on their mentoring programs at one medical school in Korea.

PurposeThe purpose of this study was to investigate the awareness levels of medical students regarding the characteristics of each function within a mentoring program conducted within Kyung Hee University and to ultimately suggest points for reformation. Medical students’ awareness levels were determined using a 29-item questionnaire.MethodsThe questionnaire was conducted on 347 medical students, excluding 25 students who either marked multiple answers or did not reply. The assessment of the program was based on a questionnaire with the use of a 5-point Likert scale using SPSS version 22.0. Multiple regression was conducted to examine the relationship between the satisfaction level, regarding functions of mentoring programs, and characteristics of mentoring programs. Interviews were conducted to supplement additional information that was hard to gain from the questionnaire.ResultsThe results on demographic and functional characteristics revealed that there was no statistically significant differences in satisfaction levels across gender, whereas there were significant differences across grade levels. In addition, there were significant differences in the frequency of meetings and topics of conversation while the length of meetings and meeting place were not significantly different.ConclusionFor the improved mentoring programs for medical students, the program should focus on the frequency of meetings and the topics of conversation. Furthermore, mentoring programs of high quality can be expected if professors take interview results into consideration. Also, students want to be provided with psychosocial advice from mentors in various ways such as role model function.

Single-Facilitator Case-Based Learning as an Alternative to a Didactic Curriculum in the Obstetrics and Gynecology Clerkship

BACKGROUND: Case-based learning is a pedagogical model that has become popular among medical curricula. Intended benefits over traditional, lecture-based didactics include greater learner participation due to active use of knowledge and problem-solving techniques, collaboration among colleagues, and clearer translation to the clinical setting. Limited data exist as to whether this format leads to enhanced learning, improved performance on standardized examinations, or greater interest in the specialty. METHODS: This study utilized an electronic questionnaire distributed to two consecutive cohorts of medical students. The first cohort followed an established didactic curriculum consisting of lectures from multiple faculty experts, and the second completed case-based sessions led by a single faculty facilitator. The questionnaire consisted of 10 items assessing medical student satisfaction with their learning and career plans. Official shelf examination score reports were obtained. Chi-square and student t tests with a Bonferroni correction for multiple comparisons were performed to evaluate the difference between each cohort. RESULTS: A total of 40 students completed the questionnaire, 22 in the didactic cohort and 18 in the case-based cohort. A greater proportion of students undergoing the case-based curriculum felt that their educational sessions were time well spent (67% versus 18%, P=.004) and that they were of greater quality than the curricula of other clerkships (44% versus 0%, P=.002). No differences were identified between career interest or perception of faculty engagement in student learning. There were no differences between cohorts in shelf examination scores, time spent in preparation, or subjective readiness for the examination. DISCUSSION: Medical students reported greater satisfaction with single-facilitator, case-based learning over traditional lecture-based curriculum in the Obstetrics and Gynecology clerkship. Although no differences were noted between interest in the field or performance on national standardized examinations, positive experiences during their clerkship may lead to enhanced engagement with the content, perceptions of the specialty, and care for patients with obstetric or gynecologic diagnoses.