Pomerantz Tali, Bergin Ashlee, Miller Karen Hughes, Ziegler Craig H, Patel Pradip D
Fourth-Year Medical Student, University of Louisville School of Medicine.
Assistant Professor, Department of Obstetrics, Gynecology, and Women's Health, University of Louisville School of Medicine.
MedEdPORTAL. 2019 Mar 15;15:10816. doi: 10.15766/mep_2374-8265.10816.
Before their clinical rotations, medical students have limited exposure to women's health issues, particularly abortion.
We piloted a problem-based learning (PBL) module to introduce second-year medical students at the University of Louisville School of Medicine to counseling patients about pregnancy options. Students were divided into groups of 10 and met for two 2-hour sessions. In the first session, learners were presented with a case about a woman diagnosed with Zika virus who was considering pregnancy termination. Students discussed the case and developed learning objectives to research. One week later, students reconvened and shared what they had learned individually. Students were asked to complete pre- and post-PBL surveys. PBL facilitators also completed a survey evaluating the module.
Fifty-eight percent of students felt informed or very informed about abortion after the PBL, compared to 30% before ( < .001). Students' mean quiz score increased from 29% on the pretest to 40% on the posttest ( < .001). Ninety-three percent of facilitators believed this PBL provided students with tools to better counsel about abortion, but only 56% of faculty felt adequately trained to facilitate this discussion.
Students appreciated this PBL as an opportunity to discuss pregnancy options counseling and to clarify their own values surrounding abortion provision. Despite their positive response to the module, students identified barriers that would prevent them from implementing knowledge learned from this module in practice.
在临床轮转之前，医学生对女性健康问题，尤其是堕胎问题的接触有限。
我们试点了一个基于问题的学习（PBL）模块，向路易斯维尔大学医学院的二年级医学生介绍如何为患者提供有关妊娠选择的咨询。学生被分成每组10人，并参加两次两小时的课程。在第一次课程中，向学习者展示了一个案例，案例中的一名女性被诊断感染寨卡病毒，她正在考虑终止妊娠。学生们讨论了这个案例并制定了要研究的学习目标。一周后，学生们再次聚在一起分享他们各自学到的东西。要求学生完成PBL前后的调查问卷。PBL辅导员也完成了一份评估该模块的调查问卷。
与之前的30%相比，58%的学生在PBL之后觉得自己对堕胎有了一定了解或非常了解（P<0.001）。学生的平均测验分数从前测的29%提高到后测的40%（P<0.001）。93%的辅导员认为这个PBL为学生提供了更好地进行堕胎咨询的工具，但只有56%的教员觉得自己接受了足够的培训来推动这一讨论。
学生们赞赏这个PBL是一个讨论妊娠选择咨询并阐明自己围绕堕胎问题的价值观的机会。尽管学生们对该模块反应积极，但他们也指出了一些障碍，这些障碍会阻止他们在实践中运用从该模块中学到的知识。
