An Innovative STI Curriculum for Medical Students

Abstract

PROBLEM: Student feedback regarding the 50-minute didactic session on sexually transmitted infections (STIs) in the Ob-Gyn Clerkship was poor, and students wanted more interactive instruction methods in our curriculum. INTERVENTION: We created a new curriculum for STIs that is more interactive and appropriate for adult learners. Students begin with a self-directed assignment, where they are referred to specific resources and national guidelines to build their fund of knowledge. We replaced the previous didactic lecture with an interactive case-based session that demonstrates clinical application of the material. Small groups of students discuss four clinical vignettes: STI screening, a patient with a genital ulcer, a woman with pelvic inflammatory disease (PID), and a victim of sexual assault. To assess the effectiveness of our method, we will review student feedback on the new curriculum and student performance on the National Board of Medical Examiners subject exam for Obstetrics and Gynecology. We are also conducting a survey for fourth year students that asks how they would manage a patient with PID and a patient requesting STI screening. CONTEXT: Screening, diagnosis, and treatment of sexually transmitted infections (STIs) are critical areas of competency for medical students, and interactive teaching methods are increasingly utilized in the modern medical curriculum. OUTCOME/LESSONS LEARNED: The current session has been very positively received by students. There has not been a significant change in exam scores. We will conduct our fourth-year survey in the coming academic year to determine whether there is a significant difference in approach to the two vignettes.