Danis Peter G, Kurz Sally A, Covert Laura M
Mercy Family Medicine Residency St. Louis, St. Louis, MO, United States.
Mercy Clinic East Community St. Louis, St. Louis, MO, United States.
Front Med (Lausanne). 2017 Jun 1;4:65. doi: 10.3389/fmed.2017.00065. eCollection 2017.
Traditional medical school curricula have not addressed fertility awareness-based methods (FABMs) of family planning. The objective of this study was to assess (1) 3-year medical students' knowledge of FABMs of family planning, (2) their confidence in utilizing that knowledge in patient care, and (3) to implement focused education on FABMs to improve knowledge and confidence.
Third-year medical students at one institution in the United States were given a 10-question assessment at the beginning of their OB-GYN rotation. Two lectures about FABMs and their clinical applications were given during the rotation. Students were given the same questions at the end of the rotation. Each questionnaire consisted of eight questions to assess a student's knowledge of FABMs and two questions to assess the student's confidence in sharing and utilizing that information in a clinical setting. McNemar's test was used to analyze the data.
Two hundred seventy-seven students completed a pretest questionnaire and 196 students completed the posttest questionnaire. Medical knowledge improved from an initial test score of 38.99% to final test score of 53.57% ( < 0.05). Confidence in sharing FABM information with patients (0 = very uncomfortable; 5 = very comfortable) improved from 1.51 to 3.00 ( < 0.05). Confidence in utilizing FABM to diagnose and treat gynecologic/reproductive problems (0 = not very confident and 5 = very confident) improved from 1.01 to 3.15 ( < 0.05).
Medical schools may not include FABMs in OB-GYN curriculum; however, to patients, these methods remain a sought after and valid form of family planning. This study shows that brief, focused education can increase medical students' knowledge of and confidence with FABMs of family planning.
传统医学院课程未涉及基于生育意识的计划生育方法（FABMs）。本研究的目的是评估：（1）三年级医学生对基于生育意识的计划生育方法的了解；（2）他们在患者护理中运用该知识的信心；（3）实施关于FABMs的针对性教育以提高知识水平和信心。
美国一所院校的三年级医学生在妇产科轮转开始时接受了一份包含10个问题的评估。在轮转期间进行了两场关于FABMs及其临床应用的讲座。轮转结束时学生们接受相同的问题测试。每份问卷由8个评估学生对FABMs了解程度的问题和2个评估学生在临床环境中分享及运用该信息的信心的问题组成。使用McNemar检验分析数据。
277名学生完成了预测试问卷，196名学生完成了后测试问卷。医学知识从初始测试得分38.99%提高到最终测试得分53.57%（P<0.05）。与患者分享FABM信息的信心（0=非常不舒服；5=非常舒服）从1.51提高到3.00（P<0.05）。运用FABM诊断和治疗妇科/生殖问题的信心（0=不太有信心；5=非常有信心）从1.01提高到3.15（P<0.05）。
医学院校可能未在妇产科课程中纳入FABMs；然而，对患者而言，这些方法仍是一种受欢迎且有效的计划生育方式。本研究表明，简短、有针对性的教育可增加医学生对基于生育意识的计划生育方法的知识和信心。
