A Problem-Based Learning Session on Pregnancy Options, Counseling, and Abortion Care

Introduction Before their clinical rotations, medical students have limited exposure to women's health issues, particularly abortion. Methods We piloted a problem-based learning (PBL) module to introduce second-year medical students at the University of Louisville School of Medicine to counseli...

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Autores principales:	Tali Pomerantz, Ashlee Bergin, Karen Hughes Miller, Craig H. Ziegler, Pradip D. Patel
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2019
Materias:	Counseling Abortion Professionalism Pregnancy Pregnancy Complications Problem-Based Learning Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/3d0623b5505940cbb603a8094bb29503
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spelling	oai:doaj.org-article:3d0623b5505940cbb603a8094bb295032021-11-22T13:42:35ZA Problem-Based Learning Session on Pregnancy Options, Counseling, and Abortion Care10.15766/mep_2374-8265.108162374-8265https://doaj.org/article/3d0623b5505940cbb603a8094bb295032019-03-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10816https://doaj.org/toc/2374-8265Introduction Before their clinical rotations, medical students have limited exposure to women's health issues, particularly abortion. Methods 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. Results Fifty-eight percent of students felt informed or very informed about abortion after the PBL, compared to 30% before (p < .001). Students' mean quiz score increased from 29% on the pretest to 40% on the posttest (p < .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. 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.Tali PomerantzAshlee BerginKaren Hughes MillerCraig H. ZieglerPradip D. PatelAssociation of American Medical CollegesarticleCounselingAbortionProfessionalismPregnancyPregnancy ComplicationsProblem-Based LearningMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 15 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Counseling Abortion Professionalism Pregnancy Pregnancy Complications Problem-Based Learning Medicine (General) R5-920 Education L
spellingShingle	Counseling Abortion Professionalism Pregnancy Pregnancy Complications Problem-Based Learning Medicine (General) R5-920 Education L Tali Pomerantz Ashlee Bergin Karen Hughes Miller Craig H. Ziegler Pradip D. Patel A Problem-Based Learning Session on Pregnancy Options, Counseling, and Abortion Care
description	Introduction Before their clinical rotations, medical students have limited exposure to women's health issues, particularly abortion. Methods 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. Results Fifty-eight percent of students felt informed or very informed about abortion after the PBL, compared to 30% before (p < .001). Students' mean quiz score increased from 29% on the pretest to 40% on the posttest (p < .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. 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.
format	article
author	Tali Pomerantz Ashlee Bergin Karen Hughes Miller Craig H. Ziegler Pradip D. Patel
author_facet	Tali Pomerantz Ashlee Bergin Karen Hughes Miller Craig H. Ziegler Pradip D. Patel
author_sort	Tali Pomerantz
title	A Problem-Based Learning Session on Pregnancy Options, Counseling, and Abortion Care
title_short	A Problem-Based Learning Session on Pregnancy Options, Counseling, and Abortion Care
title_full	A Problem-Based Learning Session on Pregnancy Options, Counseling, and Abortion Care
title_fullStr	A Problem-Based Learning Session on Pregnancy Options, Counseling, and Abortion Care
title_full_unstemmed	A Problem-Based Learning Session on Pregnancy Options, Counseling, and Abortion Care
title_sort	problem-based learning session on pregnancy options, counseling, and abortion care
publisher	Association of American Medical Colleges
publishDate	2019
url	https://doaj.org/article/3d0623b5505940cbb603a8094bb29503
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A Problem-Based Learning Session on Pregnancy Options, Counseling, and Abortion Care

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