Title : Medical student expectations and understanding of reproductive healthcare in an integrated curriculum
Abstract:
For many physicians, exposure to reproductive healthcare is limited based upon their chosen specialty. For this reason, it is imperative that medical students obtain a strong foundation in women’s health during their preclinical years so that they may carry this knowledge base through their career. The Geisinger Commonwealth School of Medicine uses an integrated curriculum model in which both the normal and abnormal anatomy and physiology of an organ system are taught simultaneously, with each organ system given it’s own block of time. We aimed to evaluate the self-reported proficiency of second-year medical students in comprehending and advising on women's health topics following the completion of an integrated curriculum, and to assess the extent to which the curriculum met their expectations.
Second year medical students participating in an integrated science curriculum were administered an anonymous 23-question survey before and after their participation in their reproductive system block to see how formal exposure to reproductive health material changed their attitudes and perceptions. Using a 5-point Likert scale, students were asked to rate their attitudes and comfort levels regarding their understanding of reproductive health in general as well as how it relates to other specialties, and their ability to counsel patients on conditions treated by gynecologists.
A total of 62 students completed the pre-block survey and 41 students completed the post-curriculum survey. Before completion of the block, 21% of students agreed the curriculum gave them a broad understanding of women’s health, 21% agree they were satisfied with the amount of material dedicated to women’s health, 84% agreed or strongly agreed understanding women’s health would be important to the specialty in which they practice, and 18% were neutral, agreed or strongly agreed that discussing gynecologic topics was uncomfortable for them. After completing the curriculum, 64% agreed or strongly agreed the curriculum gave them a broad understanding of women’s health, 46% agreed or strongly agreed they were satisfied with the amount of material dedicated to women’s health, 92% agreed or strongly agreed understanding women’s health would be important to the specialty in which they practice, and 12% were neutral, agreed or strongly agreed that discussing gynecologic topics was uncomfortable for them. Of the 12 questions relating to comfortability discussing various gynecologic complaints with patients, 0% of students would be very uncomfortable speaking with patients after they completed the curriculum.
This survey allowed us to obtain feedback from medical students on an integrated curriculum’s ability to prepare them to provide women’s reproductive healthcare. Students report they are comfortable discussing a wide variety of reproductive health topics with patients ranging from menarche to menopause. Learning about these topics also influences their belief that an understanding of reproductive health will be important regardless of what specialty they intend to practice.
Audience Take Away:
- Audience members will gain a new perspective on medical student attitudes towards learning reproductive health related topics.
- Information gained from this presentation will help to inform clinical preceptors on the mindset of medical students and where their education can be enhanced.
- This presentation serves as the basis of discussion related to comprehensive medical education, curriculum design and professional identity formation.
