TITLE:
Teaching reproductive endocrinology in Iran: Pilot assessment of hospital-based clinical modules for medical students at Tehran University of Medical Sciences
AUTHORS:
Batool H. Rashidi, Maryam Nemati, Mahya Ghazizadeh, Shala A. Salem, Gary S. Collins, E. Scott Sills
KEYWORDS:
Medical Students; Clinical Education; Reproductive Endocrinology; Iran
JOURNAL NAME:
Health,
Vol.5 No.2,
February
27,
2013
ABSTRACT: This pilot
study evaluated effectiveness and acceptance of a new hospital-based reproductive
endocrinology curriculum among Iranian medical students. A voluntary, anonymous
questionnaire was used to compare two teaching methods as applied to junior
medical students at Tehran University of Medical Sciences. Students were
randomly assigned to one of two clinical teaching settings; no student experienced
both modules. Coursework for the pilot (experimental) group (n = 19) utilized a teaching approach
comprising lectures, genetics laboratory, pelvic ultrasound, small group sessions,
and opportunities to observe advanced reproductive technologies such as in
vitro fertilization, ICSI, and embryo transfer. A control group (n = 34) received reproductive
endocrinology instruction by the ‘traditional curriculum’, consisting
mainly of lectures. Students were sampled at baseline and again atthe conclusion
of their reproductive endocrinology session. Pre- and post-test data were
analyzed for both groups; post-test differences between groups were also
compared. No significant differences in mean age or gender mix were identified
between the two study groups. Overall, the ques- tionnaire did not identify
any significant intergroup differences for any parameter investigated.
Although student acceptance rate appeared similar for both educational
modules, the ratio of students having a “favorable regard” for reproductive
medicine declined only among students randomized to the control
group (41.2%
vs. 32.3%). This report offers the first data on teaching reproductive
endocrinology to medical students in Iran. Both traditional and innovative
approaches to teaching reproductive endocrinology were well-accepted by
students, although negative post-test responses were more common among
students in the control group. While periodic quality assessments for existing
clinical teaching methods are necessary, introduction of alternative teaching
approaches is also important. Additional studies are planned to evaluate the
impact this initiative may have on results on standardized tests measuring
reproductive endocrinology knowledge, as well as election of further specialization
in training.