Improved performance and student satisfaction after implementation of a problem-based preclinical obstetrics and gynecology curriculum

Petra M. Casey, Diane Magrane, Timothy G. Lesnick

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

Objective: This study was undertaken to assess student performance and satisfaction as a preclinical obstetrics and gynecology course changed from a didactic to a problem-based format. Study design: We prospectively compared examination scores and course evaluations given to 162 second-year medical students over 4 years: 2 years before and 2 years after the curricular change, to assess student performance and satisfaction with learning. We used analysis of variance for the analysis of student performance and likelihood-ratio test for analysis of student satisfaction. Results: Mean examination scores increased from 79.1% to 84% after implementation of the problem-based curriculum (P < .0001). The data showed statistically significant improvement in satisfaction with course content, learning objectives, learning resources, instructional methods, and course examinations. Conclusion: Students' satisfaction and performance in a preclinical obstetrics and gynecology course improved significantly when problem-based learning methods were introduced.

Original languageEnglish (US)
Pages (from-to)1874-1878
Number of pages5
JournalAmerican journal of obstetrics and gynecology
Volume193
Issue number5
DOIs
StatePublished - Nov 1 2005

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Keywords

  • Curriculum development
  • Obstetrics and gynecology course
  • Problem-based learning

ASJC Scopus subject areas

  • Obstetrics and Gynecology

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