Teaching contraception: An interactive presentation using Managing Contraception

Carrie A. Cwiak, Alison B. Edelman, Robert A. Hatcher, Miriam Zieman, Mark D. Nichols, Jeffrey T. Jensen, Sandra L. Emmons, Iqbal M. Khan

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Our purpose was to determine whether an interactive medical student contraceptive teaching session results in improved knowledge gain or satisfaction when compared with a standard, didactic lecture. An interactive lecture was compared with a standard lecture among third-year medical students at Oregon Health and Science University School of Medicine and Medical College of Georgia. Knowledge gain was assessed by comparing correct responses to a posttest with the students' own responses to the same questions given as a pretest before the lecture. Satisfaction with the lecture was assessed on a visual analog scale. Scores and satisfaction ratings were compared within and between lecture groups. A total of 150 students participated. There was a significant increase in test scores within both the interactive and standard groups (P <. 0001 for both groups). The change in scores did not differ significantly between the groups (P =. 087). Although overall satisfaction was significantly greater with the standard lecture (P =. 004), it was high with both lectures. Knowledge gain with the interactive lecture was equivalent to that with the standard lecture. Satisfaction with both learning formats was high.

Original languageEnglish (US)
Pages (from-to)1788-1792
Number of pages5
JournalAmerican Journal of Obstetrics and Gynecology
Volume191
Issue number5
DOIs
StatePublished - Nov 1 2004

Fingerprint

Contraception
Teaching
Medical Students
Students
Contraceptive Agents
Medical Schools
Visual Analog Scale
Medicine
Learning
Health

Keywords

  • Contraception
  • Education
  • Problem-based learning

ASJC Scopus subject areas

  • Medicine(all)
  • Obstetrics and Gynecology

Cite this

Cwiak, C. A., Edelman, A. B., Hatcher, R. A., Zieman, M., Nichols, M. D., Jensen, J. T., ... Khan, I. M. (2004). Teaching contraception: An interactive presentation using Managing Contraception. American Journal of Obstetrics and Gynecology, 191(5), 1788-1792. https://doi.org/10.1016/j.ajog.2004.07.065

Teaching contraception : An interactive presentation using Managing Contraception. / Cwiak, Carrie A.; Edelman, Alison B.; Hatcher, Robert A.; Zieman, Miriam; Nichols, Mark D.; Jensen, Jeffrey T.; Emmons, Sandra L.; Khan, Iqbal M.

In: American Journal of Obstetrics and Gynecology, Vol. 191, No. 5, 01.11.2004, p. 1788-1792.

Research output: Contribution to journalArticle

Cwiak, CA, Edelman, AB, Hatcher, RA, Zieman, M, Nichols, MD, Jensen, JT, Emmons, SL & Khan, IM 2004, 'Teaching contraception: An interactive presentation using Managing Contraception', American Journal of Obstetrics and Gynecology, vol. 191, no. 5, pp. 1788-1792. https://doi.org/10.1016/j.ajog.2004.07.065
Cwiak, Carrie A. ; Edelman, Alison B. ; Hatcher, Robert A. ; Zieman, Miriam ; Nichols, Mark D. ; Jensen, Jeffrey T. ; Emmons, Sandra L. ; Khan, Iqbal M. / Teaching contraception : An interactive presentation using Managing Contraception. In: American Journal of Obstetrics and Gynecology. 2004 ; Vol. 191, No. 5. pp. 1788-1792.
@article{670d4a82dbf847a58d0d87fbd8f2745b,
title = "Teaching contraception: An interactive presentation using Managing Contraception",
abstract = "Our purpose was to determine whether an interactive medical student contraceptive teaching session results in improved knowledge gain or satisfaction when compared with a standard, didactic lecture. An interactive lecture was compared with a standard lecture among third-year medical students at Oregon Health and Science University School of Medicine and Medical College of Georgia. Knowledge gain was assessed by comparing correct responses to a posttest with the students' own responses to the same questions given as a pretest before the lecture. Satisfaction with the lecture was assessed on a visual analog scale. Scores and satisfaction ratings were compared within and between lecture groups. A total of 150 students participated. There was a significant increase in test scores within both the interactive and standard groups (P <. 0001 for both groups). The change in scores did not differ significantly between the groups (P =. 087). Although overall satisfaction was significantly greater with the standard lecture (P =. 004), it was high with both lectures. Knowledge gain with the interactive lecture was equivalent to that with the standard lecture. Satisfaction with both learning formats was high.",
keywords = "Contraception, Education, Problem-based learning",
author = "Cwiak, {Carrie A.} and Edelman, {Alison B.} and Hatcher, {Robert A.} and Miriam Zieman and Nichols, {Mark D.} and Jensen, {Jeffrey T.} and Emmons, {Sandra L.} and Khan, {Iqbal M.}",
year = "2004",
month = "11",
day = "1",
doi = "10.1016/j.ajog.2004.07.065",
language = "English (US)",
volume = "191",
pages = "1788--1792",
journal = "American Journal of Obstetrics and Gynecology",
issn = "0002-9378",
publisher = "Mosby Inc.",
number = "5",

}

TY - JOUR

T1 - Teaching contraception

T2 - An interactive presentation using Managing Contraception

AU - Cwiak, Carrie A.

AU - Edelman, Alison B.

AU - Hatcher, Robert A.

AU - Zieman, Miriam

AU - Nichols, Mark D.

AU - Jensen, Jeffrey T.

AU - Emmons, Sandra L.

AU - Khan, Iqbal M.

PY - 2004/11/1

Y1 - 2004/11/1

N2 - Our purpose was to determine whether an interactive medical student contraceptive teaching session results in improved knowledge gain or satisfaction when compared with a standard, didactic lecture. An interactive lecture was compared with a standard lecture among third-year medical students at Oregon Health and Science University School of Medicine and Medical College of Georgia. Knowledge gain was assessed by comparing correct responses to a posttest with the students' own responses to the same questions given as a pretest before the lecture. Satisfaction with the lecture was assessed on a visual analog scale. Scores and satisfaction ratings were compared within and between lecture groups. A total of 150 students participated. There was a significant increase in test scores within both the interactive and standard groups (P <. 0001 for both groups). The change in scores did not differ significantly between the groups (P =. 087). Although overall satisfaction was significantly greater with the standard lecture (P =. 004), it was high with both lectures. Knowledge gain with the interactive lecture was equivalent to that with the standard lecture. Satisfaction with both learning formats was high.

AB - Our purpose was to determine whether an interactive medical student contraceptive teaching session results in improved knowledge gain or satisfaction when compared with a standard, didactic lecture. An interactive lecture was compared with a standard lecture among third-year medical students at Oregon Health and Science University School of Medicine and Medical College of Georgia. Knowledge gain was assessed by comparing correct responses to a posttest with the students' own responses to the same questions given as a pretest before the lecture. Satisfaction with the lecture was assessed on a visual analog scale. Scores and satisfaction ratings were compared within and between lecture groups. A total of 150 students participated. There was a significant increase in test scores within both the interactive and standard groups (P <. 0001 for both groups). The change in scores did not differ significantly between the groups (P =. 087). Although overall satisfaction was significantly greater with the standard lecture (P =. 004), it was high with both lectures. Knowledge gain with the interactive lecture was equivalent to that with the standard lecture. Satisfaction with both learning formats was high.

KW - Contraception

KW - Education

KW - Problem-based learning

UR - http://www.scopus.com/inward/record.url?scp=8544251271&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=8544251271&partnerID=8YFLogxK

U2 - 10.1016/j.ajog.2004.07.065

DO - 10.1016/j.ajog.2004.07.065

M3 - Article

C2 - 15547565

AN - SCOPUS:8544251271

VL - 191

SP - 1788

EP - 1792

JO - American Journal of Obstetrics and Gynecology

JF - American Journal of Obstetrics and Gynecology

SN - 0002-9378

IS - 5

ER -