Homogenization of Lessons and Materials in Different Teaching Units in Obstetrics and Gynecology: A Quasi-Experimental Study
Abstract
Objective: To evaluate the impact of standardizing lessons and materials across different teaching units in obstetrics and gynecology on students’ satisfaction, perceived exam preparation adequacy, and the necessity for content standardization. Methods: A quasi-experimental study was conducted over two semesters with fourth-year medical students. In the first semester, faculty members from four teaching units independently designed their lessons and materials. In the second semester, standardized teaching materials were implemented across all units. Student perceptions were assessed through surveys measuring content relevance, satisfaction, exam preparation adequacy, and perceived discrepancies in teaching materials. Results: A total of 180 students participated in the first semester, and 184 in the second semester. Students in the first semester, where faculty had autonomy, reported higher satisfaction and a better perception of exam preparation adequacy (80.0 vs. 72.5, p < 0.001). The percentage of students perceiving discrepancies in teaching materials decreased after standardization (63.3% vs. 57.6%, p = 0.264). However, the proportion of students considering standardization necessary declined significantly (94.4% vs. 57.1%, p < 0.001). Additionally, nine students in the second semester rated satisfaction below 5, compared to none in the first semester (p = 0.004). Conclusions: The study suggests that while standardization improves content consistency, it may reduce student satisfaction and perceived exam preparation adequacy. A rigid standardization model may not fully address students' learning needs. A hybrid approach, balancing standardization with faculty autonomy, could optimize educational outcomes in medical training.
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