Comparison Modified Essay Questions Scores According to Teaching Techniques in Obstetrics and Gynecology

• Main Authors: Nungrutai Saeaib, Chitkasaem Suwanrath, Siwatchaya Khanuengkitkong, Satit Klangsin, Sirirat Thamrongwat, Kritima Jantanawan
• Format: Article
• Language: English
• Published: Prince of Songkla University 2015-12-01
• Series: Journal of Health Science and Medical Research (JHSMR)
• Subjects: evaluation; meqs scores; teaching technique
• Online Access: https://www.jhsmr.org/index.php/jhsmr/article/view/195

Objective: To compare modified essay question (MEQ) scores of fifth-year medical students who have been trained in obstetrics and gynecology according to the teaching techniques in the obstetrics and gynecologic departments. (lecture, topic conference, and bedside teaching). Material and Methods: Collected MEQs scores of fifth-year medical students who have been trained in obstetrics and gynecology, at the faculty of Medicine, Prince of Songkla University in the academic years of 2010-2013. The mean and percentage of medical students who passed the exam, were analyzed according to these teaching techniques. ANOVA and chi-square test were used for comparing each group. Results: Mean scores of MEQs in lecture, topic conference, and bedside teaching were 54.2, 63.4 and 63.6, respectively (p<0.01), and the percentage of medical students who passed the exam were 61.1%, 84.4%, and 87.3%, respectively (p<0.01). Conclusion: Active learning in combined techniques along with, real practice will improve efficiency and retention of learning.