Reshaping pre-clerkship years in reproductive medicine education

Abstract

The educational program of the Paul L. Foster School of Medicine in El Paso, Texas integrates the basic and clinical sciences and organizes them according to the organ-system based units. The reproduction unit focuses on human reproduction, pregnancy and illnesses associated with the female genital tract and breast. The sequence of 13 clinical presentations is structured so that the concepts developed during the study of one topic lays down a foundation for subsequent topics. Students are provided with a brief definition and a statement of clinical significance for each clinical presentation, which serves as the foundation for presentations of both clinical and basic science information. In the Medical Skills Course, students practice skills and behaviors associated with obstetrics and gynecology (Ob Gyn) history taking, culturally sensitive communication skills, conducting and recording of physical and pelvic examinations as they relate to clinical presentations. The Society, Community and Individual Course focuses on real life experience in a local community clinic setting and improves the understanding of the social determinants of female reproductive health. We believe that our pedagogical approach enhances knowledge comprehension, improves knowledge retention of the basic science and promotes the development of clinical reasoning, enabling easier transition to the clerkship years.

Sexual and reproductive health teaching in undergraduate medical education: A narrative review

“…Thirty‐one studies reported student responses about their knowledge on, perceptions of, or experiences with, sexual and reproductive health teaching 2–5,8,9,13–15,18,19,24,32–36,38–41,43,44,46–49,51–53,55,56 . Five studies provided insights from medical educators about their experiences with contraception and abortion education 7,23,48,49,53 . Two qualitative studies explored student perspectives on sexual and reproductive health education 19,29 …”

“…Nine studies assessed the sexual and reproductive health education of preclinical students—those in their first or second year of medical school 3,8,18,27,30,32,33,38,48 . Twenty‐one USA studies assessed clinical students during their third year clerkships 2,4,5,9,11–17,19,21–23,26,28,31,40,49,55 . Two studies assessed sexual and reproductive health education from all years in medical school through surveys of faculty with knowledge of the curriculum 7,53 .…”

“…3,8,18,27,30,32,33,38,48 Twenty-one USA studies assessed clinical students during their third year clerkships. 2,4,5,9,[11][12][13][14][15][16][17]19,[21][22][23]26,28,31,40,49,55 Two studies assessed sexual and reproductive health education from all years in medical school through surveys of faculty with knowledge of the curriculum. 7,53 Six studies assessed fifth and/or sixth year students about sexual and reproductive health education.…”

“…[2][3][4][5]8,9,[13][14][15]18,19,24,[32][33][34][35][36][38][39][40][41]43,44,[46][47][48][49][51][52][53]55,56 Five studies provided insights from medical educators about their experiences with contraception and abortion education. 7,23,48,49,53 Two qualitative studies explored student perspectives on sexual and reproductive health education. 19,29…”

“…Twenty-seven studies focused on contraception 2,4,5,8,10,15,18,19,22,23,25,27,28,[30][31][32][34][35][36]38,41,43,[48][49][50]54,55 ; two of them specifically on long-acting reversible contraception. 8,49 One study described a preclinical, case-based, flipped-classroom model of teaching contraceptive pharmacology.…”