Small-group discussion versus lecture format for third-year students in obstetrics and gynecology
To compare lecture and small-group discussion for third-year medical students in obstetrics and gynecology. Over a 2-year period, 91 third-year medical students in the obstetrics and gynecology clerkships were given educational sessions on diabetes and hypertension in pregnancy by a single instructo...
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| Veröffentlicht in: | Obstetrics and gynecology (New York. 1953) 2004-08, Vol.104 (2), p.349-353 |
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| container_title | Obstetrics and gynecology (New York. 1953) |
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| creator | FISCHER, Richard L JACOBS, Samuel L HERBERT, William N. P |
| description | To compare lecture and small-group discussion for third-year medical students in obstetrics and gynecology.
Over a 2-year period, 91 third-year medical students in the obstetrics and gynecology clerkships were given educational sessions on diabetes and hypertension in pregnancy by a single instructor, either in a traditional lecture format or in a small-group discussion. After the instructional sessions, students anonymously completed a 20-question multiple-choice examination on the covered topics. They also completed an evaluation form on the instructional format, using a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). At the completion of each clerkship, students repeated the same multiple-choice examination.
There was a significantly higher level of enjoyment (median value 5 versus 4, P |
| doi_str_mv | 10.1097/01.AOG.0000133485.02727.ba |
| format | Article |
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Over a 2-year period, 91 third-year medical students in the obstetrics and gynecology clerkships were given educational sessions on diabetes and hypertension in pregnancy by a single instructor, either in a traditional lecture format or in a small-group discussion. After the instructional sessions, students anonymously completed a 20-question multiple-choice examination on the covered topics. They also completed an evaluation form on the instructional format, using a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). At the completion of each clerkship, students repeated the same multiple-choice examination.
There was a significantly higher level of enjoyment (median value 5 versus 4, P <.001) and sense of educational stimulation (median value 5 versus 4, P <.001) in the discussion group, and students in the discussion group were less desirous of the alternate instructional format than those in the lecture group (median value 2 versus 3, P <.001). However, there were no differences in the test scores, either immediately after the instructional sessions or at the end of the clerkships. There was a 90% power to detect a 15% difference in postinstructional test scores.
Third-year medical students learning about hypertension and diabetes in pregnancy during their obstetrics and gynecology clerkship strongly preferred small-group discussions over traditional lectures. However, this preference did not lead to improved test scores on these subjects.</description><identifier>ISSN: 0029-7844</identifier><identifier>EISSN: 1873-233X</identifier><identifier>DOI: 10.1097/01.AOG.0000133485.02727.ba</identifier><identifier>PMID: 15292010</identifier><identifier>CODEN: OBGNAS</identifier><language>eng</language><publisher>New York, NY: Elsevier Science</publisher><subject>Adult ; Biological and medical sciences ; Clinical Clerkship ; Delivery. Postpartum. Lactation ; Educational Measurement ; Female ; Gynecology - education ; Gynecology. Andrology. Obstetrics ; Humans ; Male ; Medical sciences ; Obstetrics - education ; Program Evaluation ; Teaching</subject><ispartof>Obstetrics and gynecology (New York. 1953), 2004-08, Vol.104 (2), p.349-353</ispartof><rights>2004 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c345t-9ad941b15c9bbf63f520b0f5d3b6a2228ebd9dafaeefeed82068081b1fd7ebdc3</citedby><cites>FETCH-LOGICAL-c345t-9ad941b15c9bbf63f520b0f5d3b6a2228ebd9dafaeefeed82068081b1fd7ebdc3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>309,310,314,780,784,789,790,23930,23931,25140,27924,27925</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=16025310$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/15292010$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>FISCHER, Richard L</creatorcontrib><creatorcontrib>JACOBS, Samuel L</creatorcontrib><creatorcontrib>HERBERT, William N. P</creatorcontrib><title>Small-group discussion versus lecture format for third-year students in obstetrics and gynecology</title><title>Obstetrics and gynecology (New York. 1953)</title><addtitle>Obstet Gynecol</addtitle><description>To compare lecture and small-group discussion for third-year medical students in obstetrics and gynecology.
Over a 2-year period, 91 third-year medical students in the obstetrics and gynecology clerkships were given educational sessions on diabetes and hypertension in pregnancy by a single instructor, either in a traditional lecture format or in a small-group discussion. After the instructional sessions, students anonymously completed a 20-question multiple-choice examination on the covered topics. They also completed an evaluation form on the instructional format, using a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). At the completion of each clerkship, students repeated the same multiple-choice examination.
There was a significantly higher level of enjoyment (median value 5 versus 4, P <.001) and sense of educational stimulation (median value 5 versus 4, P <.001) in the discussion group, and students in the discussion group were less desirous of the alternate instructional format than those in the lecture group (median value 2 versus 3, P <.001). However, there were no differences in the test scores, either immediately after the instructional sessions or at the end of the clerkships. There was a 90% power to detect a 15% difference in postinstructional test scores.
Third-year medical students learning about hypertension and diabetes in pregnancy during their obstetrics and gynecology clerkship strongly preferred small-group discussions over traditional lectures. However, this preference did not lead to improved test scores on these subjects.</description><subject>Adult</subject><subject>Biological and medical sciences</subject><subject>Clinical Clerkship</subject><subject>Delivery. Postpartum. Lactation</subject><subject>Educational Measurement</subject><subject>Female</subject><subject>Gynecology - education</subject><subject>Gynecology. Andrology. Obstetrics</subject><subject>Humans</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Obstetrics - education</subject><subject>Program Evaluation</subject><subject>Teaching</subject><issn>0029-7844</issn><issn>1873-233X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2004</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNpFkE2LFDEQhoMo7rj6FyQIeus2H_3pbVl0FRb2oIK3UEkqY0t3Z0ylF-bfm3EHJjm8hzxvinoYeydFLcXYfxSyvnm4q0U5UutmaGuhetXXFp6xnRx6XSmtfz1nOyHUWPVD01yxV0R_Tnw36pfsSrZqVEKKHYPvC8xztU9xO3A_kduIprjyR0y0EZ_R5S0hDzEtkE_B8-8p-eqIkDjlzeOaiU8rj5Yy5jQ54rB6vj-u6OIc98fX7EWAmfDNOa_Zzy-ff9x-re4f7r7d3txXTjdtrkbwYyOtbN1obeh0aJWwIrRe2w6UUgNaP3oIgBgQ_aBEN4ihFILvy5PT1-zD07-HFP9uSNksZR2cZ1gxbmS6ri-3kwX89AS6FIkSBnNI0wLpaKQwJ8FGSFMEm4tg81-wsVDKb89TNrugv1TPRgvw_gwAOZhDgtVNdOE6oVpduH-PlIgl</recordid><startdate>20040801</startdate><enddate>20040801</enddate><creator>FISCHER, Richard L</creator><creator>JACOBS, Samuel L</creator><creator>HERBERT, William N. P</creator><general>Elsevier Science</general><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>20040801</creationdate><title>Small-group discussion versus lecture format for third-year students in obstetrics and gynecology</title><author>FISCHER, Richard L ; JACOBS, Samuel L ; HERBERT, William N. P</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c345t-9ad941b15c9bbf63f520b0f5d3b6a2228ebd9dafaeefeed82068081b1fd7ebdc3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2004</creationdate><topic>Adult</topic><topic>Biological and medical sciences</topic><topic>Clinical Clerkship</topic><topic>Delivery. Postpartum. Lactation</topic><topic>Educational Measurement</topic><topic>Female</topic><topic>Gynecology - education</topic><topic>Gynecology. Andrology. Obstetrics</topic><topic>Humans</topic><topic>Male</topic><topic>Medical sciences</topic><topic>Obstetrics - education</topic><topic>Program Evaluation</topic><topic>Teaching</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>FISCHER, Richard L</creatorcontrib><creatorcontrib>JACOBS, Samuel L</creatorcontrib><creatorcontrib>HERBERT, William N. P</creatorcontrib><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Obstetrics and gynecology (New York. 1953)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>FISCHER, Richard L</au><au>JACOBS, Samuel L</au><au>HERBERT, William N. P</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Small-group discussion versus lecture format for third-year students in obstetrics and gynecology</atitle><jtitle>Obstetrics and gynecology (New York. 1953)</jtitle><addtitle>Obstet Gynecol</addtitle><date>2004-08-01</date><risdate>2004</risdate><volume>104</volume><issue>2</issue><spage>349</spage><epage>353</epage><pages>349-353</pages><issn>0029-7844</issn><eissn>1873-233X</eissn><coden>OBGNAS</coden><abstract>To compare lecture and small-group discussion for third-year medical students in obstetrics and gynecology.
Over a 2-year period, 91 third-year medical students in the obstetrics and gynecology clerkships were given educational sessions on diabetes and hypertension in pregnancy by a single instructor, either in a traditional lecture format or in a small-group discussion. After the instructional sessions, students anonymously completed a 20-question multiple-choice examination on the covered topics. They also completed an evaluation form on the instructional format, using a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). At the completion of each clerkship, students repeated the same multiple-choice examination.
There was a significantly higher level of enjoyment (median value 5 versus 4, P <.001) and sense of educational stimulation (median value 5 versus 4, P <.001) in the discussion group, and students in the discussion group were less desirous of the alternate instructional format than those in the lecture group (median value 2 versus 3, P <.001). However, there were no differences in the test scores, either immediately after the instructional sessions or at the end of the clerkships. There was a 90% power to detect a 15% difference in postinstructional test scores.
Third-year medical students learning about hypertension and diabetes in pregnancy during their obstetrics and gynecology clerkship strongly preferred small-group discussions over traditional lectures. However, this preference did not lead to improved test scores on these subjects.</abstract><cop>New York, NY</cop><pub>Elsevier Science</pub><pmid>15292010</pmid><doi>10.1097/01.AOG.0000133485.02727.ba</doi><tpages>5</tpages></addata></record> |
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| identifier | ISSN: 0029-7844 |
| ispartof | Obstetrics and gynecology (New York. 1953), 2004-08, Vol.104 (2), p.349-353 |
| issn | 0029-7844 1873-233X |
| language | eng |
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| source | MEDLINE; Journals@Ovid Complete |
| subjects | Adult Biological and medical sciences Clinical Clerkship Delivery. Postpartum. Lactation Educational Measurement Female Gynecology - education Gynecology. Andrology. Obstetrics Humans Male Medical sciences Obstetrics - education Program Evaluation Teaching |
| title | Small-group discussion versus lecture format for third-year students in obstetrics and gynecology |
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