Medical School Education Research Articles

International support for abortion education in medical schools: results of a global online survey to explore abortion willingness, intentions, and attitudes among medical students in 85 countries.

Access to safe abortion has been recognized as a fundamental human right and important public health priority. Medical schools provide a rare opportunity to expose medical students to comprehensive sexual and reproductive health (SRH) topics and normalize abortion care early in a physician's career. This cross-sectional descriptive study used an online survey to explore abortion content in medical curricula and medical student intentions, attitudes, and beliefs regarding abortion provision among 1,699 medical students from 85 countries. Results demonstrate positive attitudes towards abortion provision, with 83% reporting that "access to safe abortion is every woman's right". Students also reported a relatively high willingness to provide abortion professionally despite few opportunities to learn about this care. Only one-third of students surveyed reported having taken a gynecology course (n = 487; 33%); among these, one-third said they had no content on abortion care in their programs thus far (n = 155; 32%), including instruction on postabortion care. Among the two-thirds of students who had some content on abortion care (n = 335), either on induced abortion, postabortion care (PAC), or both, 55% said content was limited to one lecture and only 19% reported having an opportunity to participate in any practical training on abortion provision. Despite most students having no or very limited didactic and practical training on abortion, 42% intended to provide this care after graduation. Three-quarters of student respondents were in favor of mandatory abortion education in medical curricula. The findings of this study offer new evidence about abortion care education in medical curricula around the globe, indicating that there is no lack of demand or interest in increasing medical knowledge on comprehensive abortion care, merely a lack of institutional will to expand course offerings and content.

“I’d have no idea how to go about this…” - a survey of Australian medical students’ perspectives on their men’s health education

BackgroundWhile there have been calls over the last 15 years for the inclusion of training in sex and gender-based medicine in medical school curricula and to sustain such improvements through a more gender responsive health system, little progress has been made. A related objective of the Australian National Men’s Health Strategy (2020-30) is to improve practitioner core learning competencies in men’s health as a critical step to reducing the burden of disease in men and disparities between men in health care access and outcomes. The aim of this study was therefore to obtain Australian medical student perspectives on the extent to which men’s health and sex and gender-based medicine education is delivered in their curricula, their preparedness for engaging with men in clinical practice, and the men’s health content they would have found useful during their training.MethodsEighty-three students (48% male) from 17 accredited medical schools, and in at least their fourth year of training, completed an online survey. The survey was co-designed by a multidisciplinary team of men’s health researchers and clinicians, alongside a student representative. A mix of quantitative and qualitative survey items inquired about students’ preparedness for men’s health clinical practice, and coverage of men’s health and sex- and gender-based medicine in their curricula.ResultsMost students reported minimal to no men’s health coverage in their medical school education (65%). While few were offered optional men’s health units (10.5%), the majority would have liked more formal training on the topic (78%). Accompanying qualitative findings substantiated a lack of preparedness among medical students to engage male patients, likely stemming from minimal coverage of men’s health in their medical education.ConclusionsAustralian medical students may feel underprepared for contemporary men’s health clinical practice, as well as, albeit to a lesser extent, women’s health clinical practice. There is a clear need and desire amongst medical students to enhance curricula with sex and gender-based medicine training.

Examination of medical students' opinions on multimedia learning materials according to social cues: focusing on sound principles.

Although interest in various forms of learning media is increasing due to the coronavirus disease 2019 (COVID-19) pandemic there is relatively little research on influencing student motivation by intervening in cognitive processing. The purpose of this study was to present the optimal form of learning materials provided to medical students. This study provided learning materials in class at a level according to social cues (script, video [artificial intelligence (AI) voice], video [professor voice]) based on the principle of voices among the principles of personalization, voices, image, and embodiment of social cues in multimedia learning, and surveyed students' opinions. There was no statistically significant difference according to social clues in satisfaction and learning help, but both appeared in the order of silent videos containing the professor's voice, followed by videos containing the AI voice. This study is significant in that there is no research on the impact of student motivation on the provision of learning materials for medical school education in Korea, and we hope that it will help provide learning materials for self-directed learning of medical students in the post-COVID-19.

Prevalence and quality of medical Spanish education in US osteopathic medical schools: a national survey.

Spanish is the language in the United States with the greatest language-concordant physician deficit. Allopathic medical Spanish programs have proliferated, but the national prevalence of medical Spanish education at osteopathic medical schools has never been evaluated. The objectives of this study are to describe the medical Spanish educational landscape at US osteopathic schools and evaluate program adherence to previously established basic standards. Between March and October 2022, surveys were sent to all 44 member schools of the American Association of Colleges of Osteopathic Medicine (AACOM). For nonrespondents, data were obtained from publicly available websites. Primary surveys were sent to deans or diversity, equity, and inclusion officers at each osteopathic school to determine whether medical Spanish was offered and to identify a medical Spanish leader. Medical Spanish leaders received the secondary survey. The main measures of this study were the prevalence of medical Spanish programs at osteopathic schools and the extent to which existing programs met each of the four basic standards: having a faculty educator, providing a curricular structure, assessing learner skills, and awarding institutional course credit. We gathered medical Spanish information from 90.9 % (40/44) of osteopathic schools. Overall, 88.6 % (39/44) offered medical Spanish, of which 66.7 % (26/39) had formal curricula, 43.6 % (17/39) had faculty educators, 17.9 % (7/39) assessed learner skills, and 28.2 % (11/39) provided course credit. Only 12.8 % (5/39) of osteopathic schools with medical Spanish programs metall basic standards. Urban/suburban schools were likelier to offer medical Spanish than rural schools (p=0.020). Osteopathic schools in states with the highest Spanish-speaking populations were more likely to offer student-run initiatives (p=0.027). Most osteopathic schools provide medical Spanish education, but work is needed to improve consistency, quality, and sustainability. Future research should focus on osteopathic student language proficiency assessment, improve medical Spanish accessibility for students at rural programs, and explore the unique content areas of osteopathic medical Spanish education.

Exploration and Innovation in Medical Education Reform by Integrating Online and Offline Models

The fifth collective study session of the Political Bureau of the CPC Central Committee emphasized the importance of educational digitalization as a significant breakthrough for the country, enabling the opening of new opportunities for educational development and the creation of new advantages in this field. This article closely examines the challenges confronting traditional medical teaching against the backdrop of national policy. It delves into the integration of ideological and political education, the establishment of a medical teaching model combining both online and offline modes, the innovation of teaching resources and methods, and the enhancement of the job competency of medical school teachers. Furthermore, specific measures for the reform of medical teaching through the integration of online and offline models are proposed to achieve a collaborative education focusing on “knowledge, ability, and moral education.”

The impact of the COVID-19 pandemic on physiology education in medical schools: an analysis of student perspectives

Human physiology plays a pivotal role in medical education, intertwining with various medical disciplines. The COVID-19 pandemic has presented pedagogical challenges, necessitating the abrupt implementation of remote instruction. This research aims to scrutinize the pandemic's impact on the teaching of human physiology in medical programs in Mossoró/RN, as perceived by students. A remote inquiry was conducted through online surveys, adhering to methodologies for qualitative and quantitative data collection and analysis. The 50 participants reported a substantial shift in instructional modalities, emphasizing the prevalence of didactic lectures and case discussions during the pandemic period. Despite the flexibility afforded by remote learning, some students encountered technological hurdles and a dearth of face-to-face interaction. The investigation delineates the exigencies and prospects of remote physiology instruction amidst the pandemic. While conferring access to technological resources, it is imperative to strike a balance with practical engagements and safeguarding students' well-being. Such a comprehensive approach is indispensable for upholding the caliber of medical education and cultivating physicians equipped to confront healthcare exigencies.

Exploring challenges and perceptions in the learning environment: an online qualitative study of medical students

BackgroundThe teaching and learning environment (TLE) in medical schools is critical for shaping the outcomes and competencies of graduates. Research on TLE has highlighted its influence on student learning approaches and outcomes, yet gaps remain, particularly in qualitative insights, especially in Saudi Arabian contexts. This study aims to explore the students’ experiences and perceptions of the TLE in a new medical college.MethodsThis qualitative study consisted of a total of five focus group discussions (3consequtive sessions for male group and two for female group) conducted virtually using the Zoom videoconferencing application. All the discussion sessions took place during a lockdown because of the COVID-19 pandemic between December 2020 and February 2021. Each session lasted for 45–60 min. Each group was formed of 4–5 students from different academic levels in the Majmaah medical school, which was established 10 years ago and is located in a small city. After “verbatim transcription” of the sessions was made, a framework thematic analysis of the data was performed using the NVivo software.ResultsThe study results revealed that various elements, such as educational content, faculty roles, and personal factors, collectively influenced the students’ educational experiences. The students valued educational relevance and autonomous decision-making. The multifunctional role of faculty as mentors, evaluators, and resource providers was considered essential in enhancing academic experiences. Additionally, there was an evident need to improve the physical learning environment and facilities to adapt to emerging educational needs. These results align with existing literature, emphasizing the integration of theory and practice and the significant impact of faculty roles in academic experiences.ConclusionThe findings suggest that medical colleges should involve students more in decision-making related to their education and ensure the practical relevance of the educational content. Establishing open communication channels between students and faculty who act as mentors and evaluators is also essential. Furthermore, enhancing supportive infrastructures, such as mental health and financial services, and promoting extracurricular activities are crucial for fostering a more effective and nurturing learning environment.

Point-of-Care Ultrasound training in undergraduate education in the European Union: current situation and perspectives

BackgroundGiven the widespread use of Point-of-Care UltraSound (PoCUS) in clinical practice, with ultrasound machines becoming more portable and affordable, recommendations and position statements from ultrasound societies now promote teaching PoCUS in the undergraduate curriculum. Nevertheless, surveys about PoCUS teaching in European medical schools are lacking. This survey aims to overview the current and future undergraduate PoCUS courses in the European Union (EU).ResultsA questionnaire was sent to medical schools in 26 of the 27 countries of the EU; Luxembourg is the only country without a medical school. The survey was completed by the dean or a member of the medical school with knowledge of the medical curriculum. Of the 58 medical schools from 19 countries that responded to the survey, 18 (31.0%) from 13 (68.4%) EU countries reported the existence of an undergraduate PoCUS curriculum and a further 16 (27.6%) from 12 (41.4%) EU countries intended to offer it in the future. No significant difference was observed between the current and future PoCUS curricula regarding its content and purpose. Less than 40 h of theoretical teaching is provided in all the medical schools and less than 40 h of practical training is provided in 12 (75%) of the 16 medical schools which answered this specific question. Of the 40 (69%) surveyed medical schools that do not currently teach PoCUS, 20 (50%) intend to offer PoCUS courses in the future.ConclusionAlthough the lack of teaching hours in curricula suggests that most PoCUS courses are introductory in nature and that medical students are possibly not trained to become autonomous in clinical practice, evaluating the feasibility and impact of PoCUS teaching on clinical practice should be promoted. The medical schools that intend to develop this curriculum should be encouraged to implement validated tools to objectively assess their programs and students’ performances.

(027) Assessment of Sexual Medicine Curriculum Across Northeast Medical Schools

Abstract Introduction Sexual health is an imperative area of study in medical school education. However, many medical schools do not offer a comprehensive curriculum nor is it standardized across the US. The history of sexual health as an academic area was introduced in the 1970s but minimal work has been done to assess the validity and accuracy of teachings. While previous work has evaluated the full, mandatory, sexual health course in year 1 medicine at a large state university, the relationship between curricula across different institutions has not been considered (Ross, Bayer, 2021). Objective The sexual medicine curriculum across U.S. medical schools has not been well documented or standardized. This study aims to assess the current guidelines and recommendations for sexual health curriculums in medical schools across the northeast region and compare the current teachings to suggested standards. Methods A compilation of academic resources including lecture material and syllabus will be systematically reviewed utilizing a standardized and validated rubric. The variables assessed include: biological and psychological aspects of human sexual development, anatomy and physiology of the human sexual response cycle, sexual health in relation to human reproduction, and contraceptive options. Results Statistical analyses will include a chi-squared to determine whether rubric ratings differ by region, type of school and degree awarded as well as a four-way ANOVA to explore whether geographic region, school control, degree awarded, and research activity levels influence the quantity and quality of sexual health curricula. Conclusions The goal of this study is to determine the areas of discrepancies between guidelines of sexual health curricula and the current teachings with the aim to improve sexual medicine education in U.S. medical schools. Disclosure No.

Graduate Nursing Faculty Perceptions of LGBTQ+ Health Curriculum: A Mixed-Methods Study.

The lesbian, gay, bisexual, transgender, and queer (LGBTQ+) community experiences profound health disparities due to discrimination and lack of health care provider knowledge. Although data exist about undergraduate nursing and medical school education on LGBTQ+ topics, there is a gap in understanding graduate nursing schools' preparation of nurse practitioners. A survey measuring faculty perceptions of LGBTQ+ health curricula was sent to graduate nursing schools to collect both qualitative and quantitative data. Graduate nursing faculty spent a median of 3 hours teaching LGBTQ+ health topics. LGBTQ+ health content in their courses was limited despite their awareness of LGBTQ+ topics, their readiness to include it, and their belief in the importance of including such topics. Respondents indicated a lack of resources and knowledge about where to start and identified a need for support from their institution. The gaps identified in graduate nursing LGBTQ+ health curriculum demonstrate the need for additional institutional support. [J Nurs Educ. 2024;63(2):65-71.].

Learning Outcomes of Nursing Students' Experience With Cadaveric Dissection: A Scoping Review.

Cadaver dissection in anatomy, a cornerstone of medical school education, has been replaced by digital technologies. This study aimed to determine the learning outcomes nursing students could achieve through cadaveric dissection practice (CDP). This scoping review was carried out using the checklist outlined in the Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Reviews through August 2023. Articles from PubMed, ERIC, and CINAL were included. This scoping review included studies that focused on the learning effects of nursing students' experiences with cadaver dissection, written in English, and covered all study types. The cadaveric dissection exercise resulted in a strong interest in the human body and a thorough understanding of anatomy and physiology. It also allows for creating an image of care for the patient before death, the meaning of existence after death, acceptance that death is not frightening, and an understanding of the afterlife. Furthermore, the cadaveric dissection exercise has been reported to improve confidence in patient care, lead to a better understanding of what other professions practice, and involve the development of professional identity. Studies on the learning effects of CDP have differed in subject matter and educational methodologies. In the future, while determining how the experience of CDP is related to nursing practice of nursing students and graduates, we must explore effective CDP and develop educational methodologies that can achieve similar learning effects.

Comparative effectiveness of cadaveric dissection versus anatomical models in teaching anatomy: A global analysis focused on medical schools in low and middle –income Countries versus High-Income Countries: A systematic review

Background: The general trends and issues related to anatomy teaching in medical schools, with a focus on the comparison between low and middle-income countries (LMICs) and high-income countries (HICs) is a huge topic in medical education history as arguments about effectiveness o the methods and instruments of the teaching is constantly discussed. There are significant disparities in anatomy teaching between HICs and LMICs, primarily driven by differences in resources and infrastructure. Aim: This systematic review aims to analyze the comparative effectiveness of cadaveric dissection versus anatomical models in teaching anatomy. The primary focus of this study is to assess the feasibility and practicality of employing cadaveric dissection versus anatomical models in resource-constrained settings Examine students’ perception and satisfaction with learning experience when taught anatomy using cadavers or anatomical models, Compare the outcomes and experiences of teaching anatomy with cadavers or models in medical schools and Evaluate the cultural and ethical aspects influencing the choice between cadaveric dissection and anatomical models in medical education. Method: A comprehensive search strategy was employed to identify relevant studies published in peer-reviewed journals, conference proceedings, and grey literature databases. Inclusion criteria encompassed articles reporting on of cadaveric dissection versus anatomical models in teaching anatomy. Conclusion: The comparative effectiveness of cadaveric dissection and anatomical models in teaching anatomy is a complex and multifaceted issue, with considerations extending beyond educational outcomes to encompass economic, logistical, and ethical dimensions. While both methods have their merits, medical schools in LMICs face distinct challenges that require innovative solutions.

Moving Beyond the Near-Peer Teaching Model with the Rutgers New Jersey Medical School Teaching Assistant Program.

Medical students will become educators teaching peers, healthcare students, patients, and families. At Rutgers New Jersey Medical School, the "Teaching Assistants in Medical Education" program provides fourth-year medical students with the skills and experiences needed to prepare them as medical educators. The program goes beyond the near peer teaching model to support student development in curricular design, assessment, and communication skills through a Clinical Skills or Anatomy track. Investment in the development of medical students as future educators will yield immediate and long-term rewards.

Fostering Medical Students’ Commitment to Beneficence in Ethics Education

Fostering Medical Students’ Commitment to Beneficence in Ethics Education

Early Implementation of Robotic Training in Surgical and Surgical Subspecialty Residency.

Robotic surgery has emerged as an operative tool for many elective and urgent surgical procedures. The purpose of this study was to evaluate early surgical trainees' experiences and opinions of robotic surgery. An introductory robotic training course consisting of online da Vinci Xi/X training and in-person, hands on training was implemented for residents and medical students across surgical subspecialties at a single institution. A voluntary survey evaluating perceptions of and interest in robotic surgery and prior robotic surgery experience, as well as a basics of robotics quiz, was distributed to participants prior to the start of the in-person session. Descriptive statistics were used to evaluate the cohort. 85 trainees participated in the course between 2020 and 2023, including 58 first- and second-year surgical residents (general surgery, urology, OB/GYN, and thoracic surgery) and 27 fourth-year medical students. 9.4% of participants reported any formal robotic surgery training prior to the session, with only 19% of participants reporting robotic operative experience. 52% of the participants knew of and/or had completed the da Vinci online course modules prior to the scheduled training session. Participants unanimously (100%) agreed that robotic surgery should be implemented into surgical training. There is rising enthusiasm for robotic surgery, yet early exposure and training remain infrequent and inconsistent amongst medical students and new surgical residents. A standardized introduction of multi-disciplinary robotic surgery training should be incorporated into medical school and/or early residency education to ensure surgical residents receive appropriate exposure and training to achieve competency.

Health Professionals Organizing for Climate Action: A Novel Community Organizing Fellowship.

Climate change is a public health and health equity crisis. Health professionals are well positioned to advance solutions but may lack the training and self-efficacy needed to achieve them. The Center for Health Equity Education and Advocacy at Cambridge Health Alliance, a Harvard Medical School Teaching Hospital, developed a novel, longitudinal fellowship that taught health professionals about health and health equity effects of climate change, as well as community organizing practices that may help them mitigate these effects. The fellowship cohort included 40 fellows organized into 12 teams and was conducted from January to June 2022. Each team developed a project to address climate change and received coaching from an experienced community organizer coach. Effects of the fellowship on participants' knowledge, skills, and attitudes were evaluated using pre- and postfellowship surveys. Surveys were analyzed for 38 of 40 (95%) participants who consented to the evaluation and completed both surveys. Surveys used a 7-point Likert scale for item responses. McNemar's test for paired data was used to assess changes in the proportion of respondents who agreed ("somewhat agree"/"agree"/"strongly agree") with statements in pre- vs postfellowship surveys. Statistically significant improvements were found for 11 of the 17 items assessing knowledge, skills, and attitudes. Participants' views of the fellowship and its effects were assessed through additional items in the postfellowship survey. Most respondents agreed that the fellowship increased their knowledge of the connections between climate change and health equity (32/38, 84.2%) and prepared them to effectively participate in a community organizing campaign (37/38, 94.7%). Each of the 12 groups developed climate health projects by the fellowship's end. This novel fellowship was well received and effective in teaching community organizing to health professionals concerned about climate change. Future studies are needed to assess longer-term effects of the fellowship.

A nationwide survey of the current status of radiation oncology teaching in Spanish medical schools.

The present study was designed to collect information on the current status of radiation oncology (RO) teaching in undergraduate medical schools in Spain. A cross-sectional survey was conducted with the support of the Spanish Society of Radiation Oncology (SEOR). An anonymous questionnaire was sent in two waves, one month apart, between January and June 2022, to all Medical Schools and affiliated Institutions having radiotherapy departments throughout the country. Data on load, curricular location of OR, the academic course (or courses) in which the subject of OR was taught, and teachers position were recorded. Responses were obtained from 26 of the 46 available Medical Schools (response rate 56.5%). The average number of theoretical classes was 13 (0-30), seminars: 4.5 (0-12) and hours of practical training 17 (0-60). The scientific content of RO was covered very evenly. Medical physics and radiobiology were taught with different extension in 24 medical schools (92.3%). Information on technological equipment, brachytherapy, indications, and clinical results was provided in all but one medical school. In 13 medical schools (50.0%) the contents of RO were taught in more than one course, but the distribution of RO teaching during the six years of undergraduate training was quite dispersed. The teaching staff included 4 full professors, 8 tenured professors, and 68 clinical associate professors. The average number of associate professors per medical school was 2.2. Also, the average number of full professors and tenured lecturers was 0.42 per medical school, although there were none in 16 centers. The overall teaching content of RO in Spanish medical schools seems appropriate but actions to improve the heterogeneity in the curricular location of RO and the shortage of teachers should be implemented.

Integrating Research and Teaching in Medical Education: Challenges, Strategies, and Implications for Healthcare.

The integration of research and teaching in medical education offers numerous benefits, fostering critical thinking and analytical skills in students. Institutions worldwide have recognized the significance of this nexus and have implemented initiatives to link teaching with discipline-based research, promoting interdisciplinary collaboration. This article aims to explore the challenges and recommendations for integrating research and teaching in medical schools and provide recommendations to overcome these challenges. We conducted a comprehensive review of the literature to identify the common challenges faced by medical institutions in integrating research and teaching. PubMed, Scopus, Web of Science, ERIC, and Google Scholar databases were searched to assess the literature that met the study objectives with explicit inclusion and exclusion criteria. We also examined successful strategies employed by some institutions to promote research-teaching integration. The challenges identified include limited resources, the need to balance research and curriculum requirements, and the importance of cultivating a research-oriented institutional culture. Successful strategies involve curriculum updates, faculty motivation, and cross-disciplinary collaboration. Implementing strategies involve vertically and horizontally integrating research methodology throughout the undergraduate curriculum and cross-integrating traditional medical courses with other disciplines. Collaboration between universities, enterprises, and schools can enhance comprehensive cooperation. To create a research-oriented learning environment, medical institutions should address these challenges and implement effective strategies. This approach will not only nurture research-oriented healthcare professionals but also advance medical knowledge for the benefit of patient care. By addressing these challenges and implementing appropriate strategies, medical institutions can create a research-oriented learning environment, nurturing research-oriented healthcare professionals and advancing medical knowledge to improve patient care.

Crafting Tomorrow's Medical Leaders: Insights from Medical Students and Interns in Saudi Arabia.

Leadership is increasingly recognized as a crucial competency in medicine, with physicians expected to provide leadership skills throughout their careers. This study explores the perceptions, attitudes, and interests of medical students and interns in Saudi Arabia regarding medical leadership. Medical graduates are expected to "provide leadership skills that enhance team functioning, the learning environment, and the healthcare delivery system", according to the Association of American Medical Colleges (AAMC). A cross-sectional study was conducted from January to July 2023, involving 519 medical students and interns in Saudi Arabia. An online survey covered demographic data, perceptions, attitudes, interests, and self-perceived leadership skills. A pilot study was conducted to ensure the questionnaire's validity and reliability. Data were analyzed using SPSS 26, employing descriptive statistics and inferential tests. Most participants had a positive perception of leadership (38.3%), with higher scores associated with medical specialties as a career choice (p < 0.001). The majority expressed average interest in medical leadership (29.1%). Communication and organizational skills were highly self-rated leadership attributes. Barriers to leadership implementation included lack of interest (49.3%), inadequate training (45.1%), and time constraints (43.2%). Only 14.6% rated leadership education in medical school as "very good". This study underscores the importance of leadership in medical education. Integrating comprehensive and structured leadership programs into medical curricula, addressing barriers, and promoting awareness can foster future medical leaders. Continuous evaluation and adaptation are essential for ensuring the relevance and effectiveness of leadership training.

Impact of the United States Supreme court Dobbs versus Jackson Health Women’s Organization Decision on Abortion Curricula in United States Medical Schools

This study investigated the effect of the reversal of Roe versus Wade, with the 2022 United States (U.S.) Supreme Court Dobbs1 decision, on medical school reproductive health curriculum in U.S. An electronic survey was distributed to 248 U.S. medical school obstetrics and gynecology clerkship directors in March 2023 to assess faculty demographics, reproductive health topics included in medical school curriculum and challenges in abortion education after Dobbs. One hundred forty-eight faculty completed the survey (60% response rate) from 40 states and the District of Columbia; 45% of respondents were from states with abortion restrictions in the first and second trimesters. There were no significant changes in curricular content during the months following Dobbs. Thematic analysis of text responses indicates concerns about legal implications of teaching, state audits and restrictions on materials, as well as limits on abortion education in medical schools in states with restrictive abortion laws, even prior to Dobbs. PRECIS: In the months following the Dobbs decision, there was no change in abortion curricula in pre-clerkship courses or Obstetrics and Gynecology clerkship in U.S. medical schools.