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Research article summary:
A student-initiated interactive course as a model for teaching reproductive health.
Abstract Extract:
OBJECTIVE: Medical students at Stanford University established an elective lecture series in reproductive health to teach 10 womens health competencies to preclinical medical students. In the second year, student organizers implemented interactive ... (Full abstract text below) Published 2002Sep
in Journal: Am J Obstet Gynecol
(Language : eng)
Full Pubmed Extract
This information was retrieved, real-time, on your behalf from the public area of the Pubmed website:
1. Am J Obstet Gynecol.
2002 Sep;187(3 Suppl):S30-3
A student-initiated interactive course as a model for teaching reproductive health.
Meites E, Wagner JL, Choy MK, Polan ML
Division of Epidemiology, Department of Health Research and Policy, and the Department of Gynecology and Obstetrics, Stanford University School of Medicine, CA 94305-5317, USA.
OBJECTIVE: Medical students at Stanford University established an elective lecture series in reproductive health to teach 10 women's health competencies to preclinical medical students. In the second year, student organizers implemented interactive components to improve the number of competencies students learned.Study Design: We surveyed students from the first two years this series was offered to assess their preferred modes of learning and the number of competencies students perceived they had gained. Students were asked to self-assess their learning of key reproductive health competencies taught in the course. RESULTS: We identified 4 factors associated with statistically significant improvements in the number of competencies students learned, according to self-assessment. CONCLUSION: Students who felt they learned more competencies agreed that they were active participants in the course, that their preferred style of learning was matched by the course, and that they had received academic credit for the course. Furthermore, students who attended an innovative reproductive health fair organized by students participating in the course perceived that they had learned significantly more competencies. We expect these self-assessed improvements to correlate with increased demonstration of the competencies as students progress to the clinical level.
PMID : 12235437 [PubMed - Indexed for MEDLINE]
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Full Author Information
| First Name | LastName | Initials |
| Elissa | Meites | E |
| Joanna L | Wagner | JL |
| Michael K w | Choy | MK |
| Mary Lake | Polan | ML |
Affiliation: Division of Epidemiology, Department of Health Research and Policy, and the Department of Gynecology and Obstetrics, Stanford University School of Medicine, CA 94305-5317, USA.
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MESH categories and related page links
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Category links from this article:- California
- Education, Medical, Undergraduate - methods
- Female
- Health Fairs
- Humans
- Models, Educational
- Professional Competence
- Programmed Instruction as Topic
- Questionnaires
- Reproductive Medicine - education
- Students, Medical
- Women's Health
| | Related Memletics topics: |
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