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  • Title: A comparison of different contraceptive curriculums and their impact on knowledge retention and learning skills of medical students.
    Author: Cwiak CA, Emmons SL, Khan IM, Edelman AB.
    Journal: Contraception; 2006 Jun; 73(6):609-12. PubMed ID: 16730493.
    Abstract:
    OBJECTIVE: The purpose of this study is to assess the long-term knowledge retention and learning skills among third year medical students who had been taught about contraception 1 year previously. STUDY DESIGN: In 2002-2003, 150 third-year medical students were taught contraception in either an interactive or a standard format. Students completed exams at 2-4 weeks and 1 year after sessions. Scores were compared to determine long-term knowledge retention (paired t test). At 1 year, students assessed the long-term impact of the contraceptive lecture (visual analogue scales). RESULTS: This study had a 40% response rate (60/150, interactive 34/77, standard 26/73). Overall, test scores decreased three points (8.6%), with an average test score of 22/35 (p<.01) at 1 year. Follow-up test scores were equivalent between lecture groups (p=.64). Use of a contraceptive resource tended to be higher in the interactive group (50% vs. 27%, p=.08). Students requested that more time be devoted to teaching contraception (78%). CONCLUSION: Both teaching formats are equivalent in their impact on long-term knowledge retention.
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