study evaluated effectiveness and acceptance of a new hospital-based reproductive
endocrinology curriculum among Iranian medical students. A voluntary, anonymous
questionnaire was used to compare two teaching methods as applied to junior
medical students at Tehran University of Medical Sciences. Students were
randomly assigned to one of two clinical teaching settings; no student experienced
both modules. Coursework for the pilot (experimental) group (n = 19) utilized a teaching approach
comprising lectures, genetics laboratory, pelvic ultrasound, small group sessions,
and opportunities to observe advanced reproductive technologies such as in
vitro fertilization, ICSI, and embryo transfer. A control group (n = 34) received reproductive
endocrinology instruction by the ‘traditional curriculum’, consisting
mainly of lectures. Students were sampled at baseline and again atthe conclusion
of their reproductive endocrinology session. Pre- and post-test data were
analyzed for both groups; post-test differences between groups were also
compared. No significant differences in mean age or gender mix were identified
between the two study groups. Overall, the ques- tionnaire did not identify
any significant intergroup differences for any parameter investigated.
Although student acceptance rate appeared similar for both educational
modules, the ratio of students having a “favorable regard” for reproductive
medicine declined only among students randomized to the control
vs. 32.3%). This report offers the first data on teaching reproductive
endocrinology to medical students in Iran. Both traditional and innovative
approaches to teaching reproductive endocrinology were well-accepted by
students, although negative post-test responses were more common among
students in the control group. While periodic quality assessments for existing
clinical teaching methods are necessary, introduction of alternative teaching
approaches is also important. Additional studies are planned to evaluate the
impact this initiative may have on results on standardized tests measuring
reproductive endocrinology knowledge, as well as election of further specialization
Cite this paper
Rashidi, B. , Nemati, M. , Ghazizadeh, M. , Salem, S. , Collins, G. and Sills, E. (2013) Teaching reproductive endocrinology in Iran: Pilot assessment of hospital-based clinical modules for medical students at Tehran University of Medical Sciences. Health, 5, 175-178. doi: 10.4236/health.2013.52024.
 McGrady, A., Brennan, J., Lynch, D. and Whearty, K. (2012) A wellness program for first year medical students. Applied Psychophysiology and Biofeedback, 37, 253-260.
 Scheele, F. (2011) The story of health care’s Achilles’ heel. Medical Teacher, 33, 578-579.
 Harward, D.H., Tresolini, C.P. and Davis, W.A. (2006) Can participation in a health affairs interdisciplinary case conference improve medical students’ knowledge and at titudes? Academic Medicine, 81, 257-261.
 Alipour, S., Moini, A., Jafari-Adli, S., Gharaie, N. and Mansouri, K. (2012) Comparison of teaching about breast cancer via mobile or traditional learning methods in gy necology residents. Asia Pacific Journal of Cancer Prevention, 13, 4593-4595.
 Peykari, N., Tehrani, F.R., Malekafzali, H., Hashemi, Z. and Djalalinia, Sh. (2011) An experience of peer education model among medical science university students in Iran. Iranian Journal of Public Health, 40, 57-62.
 Sills, E.S. (2010) Assessing reproductive endocrinology competencies among senior medical students in the European Union: Deployment of a new clinical module at the Royal College of Surgeons in Ireland [background paper]. 14th Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions, Miami.
 Women’s Health Council, Ireland (2009) Infertility and its treatments. A review of psycho-social issues, 1-52.
 Fox, C.R. and Kirk, S.E. (2003). Subspecialty training in the ambulatory clinic: A preliminary investigation of an endocrinology curriculum. Academic Medicine, 78, 1170 1174. doi:10.1097/00001888-200311000-00020
 Letterie, G.S. and Morgenstern, L.S. (2000) The journal club. Teaching critical evaluation of clinical literature in an evidence-based environment. Journal of Reproductive Medicine, 45, 299-304.