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Obstetrics & Gynecology 2004;103:339-341
© 2004 by The American College of Obstetricians and Gynecologists
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ORIGINAL RESEARCH

Increasing Recruitment of Quality Students to Obstetrics and Gynecology: Impact of a Structured Clerkship

Terry S. Dunn, MD, Doug Wolf, PhD, Julie Beuler and Charles C. Coddington, MD

From the Department of Obstetrics and Gynecology, Denver Health Medical Center and University of Colorado Health Science Center, Denver, Colorado.

Address reprint requests to: Terry S. Dunn, MD, Department of Obstetrics and Gynecology, Denver Health Medical Center, University of Colorado Health Science Center, 777 Bannock Street, M/C 0660, Denver, CO 80204; e-mail: tdunn{at}dhha.org.

OBJECTIVE: To evaluate the satisfaction of the third-year medical students with their basic third-year obstetrics and gynecology rotation before and after a concerted effort was made to improve the rotation with prompt feedback and problem-based case learning.

METHODS: At the end of each rotation, third-year medical students were asked to anonymously fill out an "in-house" course evaluation. A 1–5 rating scale to evaluate quality of teaching, instructor’s commitment and enthusiasm, and enhancement of professional development was used. Scores were compared over 4 years, and a Wilcoxon rank sum analysis was performed to determine significance. Evaluations were compared for 1999 and 2000, which were the 2 years before the initiation of the structured rotation, with 2001 and 2002, the first 2 years of the new approach’s implementation.

RESULTS: Sixty third-year students were evaluated. The students noted that the quality of teaching improved (P < .002), the instructors’ commitment and enthusiasm increased (P < .001), instructors enhanced the student’s professional development (P < .001), and students perceived faculty as positive role models (P < .001). It is noteworthy that between the years 1999 and 2000, the number of students interested in obstetrics and gynecology was 3 and 4, respectively, whereas in 2001 and 2002, the first 2 years after implementation of the new process, 6 and 7 students, respectively, were interested in this field.

CONCLUSION: Students’ satisfaction with their third-year clerkship improved with a structured program and increased faculty involvement.

LEVEL OF EVIDENCE: II-2






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