MedEdPORTAL : the journal of teaching and learning resources最新文献

{"title":"Pediatric Educational Discussion Scenarios: Reflect, Inspire, Support, and Empower (PEDS-RISE)-A Difficult Patient Encounter Video Scenario.","authors":"Celine Payne, Hillary Zieve, Candice Taylor Lucas, Negar Shekarabi, Monisha Vasa, Vara Reddy, Kelly Bauer, Behnoosh Afghani","doi":"10.15766/mep_2374-8265.11522","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11522","url":null,"abstract":"<p><strong>Introduction: </strong>Difficult patient encounters can lead to burnout and stress in health care workers. Limited training exists to teach residents communication and coping skills needed for dealing with difficult patient encounters.</p><p><strong>Methods: </strong>We developed a 1-hour virtual video-case scenario workshop to teach communication skills and coping strategies to first-year pediatric residents. The workshop consisted of a short video-case scenario, which was developed in collaboration among ambulatory pediatricians and a hospitalist. The case scenario was followed by guidance from a psychologist and psychiatrist. As part of the workshop, the facilitator provided the residents an opportunity to self-reflect during and after reviewing the case scenario. The effectiveness of the workshop was evaluated using a pre- and post-assessment survey.</p><p><strong>Results: </strong>All 64 first-year pediatric residents completed the pre- and postworkshop surveys. Before the workshop, only 22% of residents stated familiarity with coping and communication strategies for handling difficult patient encounters. Pre- and postworkshop surveys demonstrated statistically significant increases in the residents' self-perceived comfort in using strategies to communicate with distressed patients, their ability to identify the need for a debriefing session for themselves or a colleague, and their ability to hold a debriefing session for a junior colleague.</p><p><strong>Discussion: </strong>Our results suggest that video-case scenarios in combination with facilitated reflection serve as a model to enhance resident training by teaching them skills needed to communicate with patients in difficult situations and helping them cope with distressing events. Such case scenarios may be further applied to other fields of health care.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11522"},"PeriodicalIF":0.0,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12041301/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144051762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Asynchronous Technical Feedback: A Workshop for Training Surgical Instructors.","authors":"Riley Brian, Camilla Gomes, Úrsula Figueroa Fernández, Caitlin Silvestri, Sarah Lund, Enrique Cruz, Sergio Navarro, Julián Varas, Cristian Jarry, Patricia S O'Sullivan","doi":"10.15766/mep_2374-8265.11519","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11519","url":null,"abstract":"<p><strong>Introduction: </strong>Asynchronous learning is an efficient method for surgical trainees to gain technical skills by practicing in low-stakes and convenient settings. Effective asynchronous learning requires feedback. Prior work has highlighted the need to train surgical instructors in providing asynchronous technical feedback, as this involves unique skills related to giving feedback on learners' videos. While many existing curricula focus on optimal feedback practices, there remains a gap with regard to asynchronous technical feedback materials.</p><p><strong>Methods: </strong>Following Kern's six-step approach to curriculum development, we developed a 60-minute workshop, for participants across multiple contexts, on best practices for effective asynchronous technical feedback. We conducted a pilot workshop and then iteratively adjusted the flow and materials for subsequent workshop sessions. We followed survey design principles to create a postworkshop questionnaire evaluating how well the workshop addressed three of the educational objectives.</p><p><strong>Results: </strong>Forty-six participants attended four iterations of the workshop across three cities. Seven participants attended the pilot session of the workshop, and 39 participants joined the subsequent workshops. Of these 39 participants, 33 (85%) completed the questionnaire. Twenty-eight (85%) of 33 participants indicated that they could state a barrier to providing technical feedback after the workshop, while 30 (91%) of 33 could provide a situation in which to use asynchronous technical feedback. Twenty-seven (82%) of 33 could state a way in which to improve the quality of asynchronous technical feedback.</p><p><strong>Discussion: </strong>Educators may use these materials to equip instructors with tools for effectively giving learners the feedback needed for asynchronous technical skill acquisition.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11519"},"PeriodicalIF":0.0,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12022122/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144040092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Child Physical Abuse Fundamentals in the Child Abuse Pediatrics Curriculum for Physicians (CAP-CuP).","authors":"Katie L Johnson, Emily C B Brown, Caitlin E Crumm","doi":"10.15766/mep_2374-8265.11516","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11516","url":null,"abstract":"<p><strong>Introduction: </strong>Child abuse is a highly prevalent yet undertaught condition in medical education. Many physicians feel underprepared to navigate conversations about mandatory reporting.</p><p><strong>Methods: </strong>We developed an interactive module for teaching pediatric clinicians about sentinel injuries and mandatory reporting. We evaluated the content by seeking qualitative and quantitative feedback from a large audience at a pediatric continuing medical education (CME) conference and then studied its educational impact using a pre- and postmodule assessment with residents from three specialties. Based upon audience and expert feedback, the content was then divided into two parts, with an expanded section on disproportionality in part one and popcorn-style role-play in part two.</p><p><strong>Results: </strong>In the CME audience, 98% of participants (85 of 87) rated the content and presentation skills as excellent or very good. In the resident presentations, there were 34 resident participants from three specialties: 24 from a combined audience of pediatric and emergency medicine residents and 10 from an audience of family medicine residents. Median confidence level increased in the pediatric and emergency medicine audience from 4 to 7 and in the family medicine audience from 5 to 7 on a 10-point scale. The median knowledge scores increased in both groups as well, from 75% to 100% and 25% to 100%, respectively.</p><p><strong>Discussion: </strong>This child physical abuse fundamentals module has been presented to a wide range of physician audiences with positive qualitative and quantitative feedback. It is offered here in an expanded two-part workshop that allows for intentional practice of the information taught.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11516"},"PeriodicalIF":0.0,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12012143/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Child Sexual Abuse Module in the Child Abuse Pediatrics Curriculum for Physicians (CAP-CuP).","authors":"Maheen K Bangash, Caitlin E Crumm, Emily C B Brown, Hillary W Petska, Lauren R Frank, Lynn K Sheets, Katie L Johnson","doi":"10.15766/mep_2374-8265.11515","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11515","url":null,"abstract":"<p><strong>Introduction: </strong>Child sexual abuse afflicts over 50,000 children in the United States per year but is undertaught in medical training.</p><p><strong>Methods: </strong>We designed an interactive module on child sexual abuse as part of a core curriculum in child abuse pediatrics. The module was targeted toward physicians who treat children, at any stage of training (i.e., from medical students to practicing physicians). We evaluated the module in three ways: presentation to an audience of pediatric practitioners at a continuing medical education (CME) conference to solicit qualitative feedback; presentation to an audience of family medicine residents with a short pre- and postmodule assessment measuring confidence and knowledge; and presentation to a small group of medical students, with the same pre- and postmodule assessment. After completion of the module, participants were provided with the 2024 revised Sexual Abuse and Assault Pocket Tool as an adjunct for clinical use, reflecting the latest US Centers for Disease Control and Prevention guidelines.</p><p><strong>Results: </strong>Participants in the three presentations included 39 pediatric practitioners at the CME conference, 19 family medicine residents at their required educational conference, and five medical students participating in a child abuse elective. Qualitative feedback from the CME audience was favorable, and participants' knowledge scores in the resident and medical student audiences increased from before to after the module.</p><p><strong>Discussion: </strong>This interactive module about child sexual abuse has received favorable qualitative and quantitative feedback from a variety of pediatric practitioners, ranging from medical students to physicians.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11515"},"PeriodicalIF":0.0,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12007484/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Standardized Clinical Case-Based Assessment for Evaluating Medical Students' Oral Spanish Communication Skills.","authors":"Margot Mai, Rose L Molina, Cristina Aguayo-Mazzucato, Alejandro A Diaz, Katia Canenguez, Hong Chen Cheung, Nina Rivera Graupera, Brandon Martel, Silvana Bonilla","doi":"10.15766/mep_2374-8265.11518","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11518","url":null,"abstract":"<p><strong>Introduction: </strong>Few standardized assessments exist for evaluating medical students' oral Spanish communication with patients. Educators in Medical Spanish need practical, accessible tools. We designed and implemented a standardized clinical case-based assessment to evaluate students' oral Spanish communication skills upon course conclusion.</p><p><strong>Methods: </strong>The students enrolled in the Intermediate and Advanced Medical Spanish courses during the Fall 2021 term were included. Students participated in a standardized clinical case-based assessment with a standardized patient. The students' performance was evaluated using scoring of a binary checklist focused on 20 key components of the medical interview in Spanish, and 2 formative feedback items about their Spanish language skills.</p><p><strong>Results: </strong>Twenty-eight students participated in the educational activity, including 13 from the Intermediate and 15 from the Advanced Medical Spanish courses. Of the participants, 43% (<i>n</i> = 12) were female, 89% (<i>n</i> = 25) were medical students and 11% (<i>n</i> = 3) were dental students, and 78% (<i>n</i> = 22) were first-year students at Harvard Medical School. Overall, students in both the Intermediate and Advanced levels achieved high aggregate performance scores, at or above 80%. Mean scores differed between the two groups (<i>p</i> = .0001).</p><p><strong>Discussion: </strong>The standardized clinical case-based assessment effectively evaluated students' communication skills upon completing the longitudinal Medical Spanish course. It helped students ask key medical history questions in Spanish. Our curriculum offers a standardized patient case as a model for other instructors to assess oral medical Spanish communication skills.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11518"},"PeriodicalIF":0.0,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12003672/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144014094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What to Say When It Matters: Communication Skills to Address Implicit Bias Workshop.","authors":"Bria McKenzie, Dhanya Mahesh, Elena Gupta, Phuong Pham, Adina Harri, Erin M Knight, Bich T N Tran, Arvind Suresh, Maya Ellis, Nan Cochran, Alison Kapadia","doi":"10.15766/mep_2374-8265.11514","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11514","url":null,"abstract":"<p><strong>Introduction: </strong>In academic medicine, learners, faculty, and staff commonly experience microaggressions, which have been linked to multiple negative outcomes (e.g., higher levels of depression, deteriorating well-being, increased anxiety, and feelings of isolation). Workshops teaching communication skills can reduce barriers in responding to microaggressions. Our workshops included students, faculty, and staff as both participants and cofacilitators.</p><p><strong>Methods: </strong>Each 2-hour, in-person workshop began with a large-group didactic. Next, cofacilitators led skills practice responding to microaggressions. Small-group cofacilitators underwent standardized training. Student and faculty/staff participants were surveyed after each workshop. We conducted factorial analyses of variance comparing the main effects of time, role (student vs. staff/faculty), and prior knowledge, as well as the interaction effects between time and role and between time and prior knowledge.</p><p><strong>Results: </strong>Fourteen workshops were conducted between 2022 and 2023. Students attended four of the workshops, and faculty/staff participated in 10. Participants reported greater knowledge (<i>p</i> < .001) and comfort (<i>p</i> < .001) identifying and responding to microaggressions after the workshop. The interactions between time and role and between time and prior knowledge on the dependent variables knowledge and comfort were significant (knowledge: <i>p</i> < .01; comfort: <i>p</i> < .05).</p><p><strong>Discussion: </strong>Active learning workshops constitute an effective method for teaching communication skills to address implicit bias in academic medicine. Including students as cocreators allows for greater relevance for student participants and authenticity for the student experience. Future directions include examining data on cofacilitator experiences and comparing outcomes for students versus faculty/staff.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11514"},"PeriodicalIF":0.0,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11997152/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143988532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Situational Awareness in Telehealth: A Virtual Standardized Patient Case for Transitioning Preclinical to Clinical Medical Students.","authors":"Patricia Pozo, Marianfeli Cecilia Landino, Joni M Maga, Lydia M Jorge, Roxanna Araya, Danielle Bodzin Horn, Alecia L S Stein","doi":"10.15766/mep_2374-8265.11517","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11517","url":null,"abstract":"<p><strong>Introduction: </strong>Since the COVID-19 pandemic, telehealth usage has surged and remains in high demand even as public health restrictions have relaxed. Telehealth introduces unique challenges to patient care, particularly in maintaining situational awareness and patient safety. Despite telehealth's widespread use, its training is still underrepresented in medical curricula. Recognizing these gaps, we developed a focused module to teach medical students about the significant differences between virtual and in-person visits, emphasizing essential communication skills and tools for situational awareness through simulated telehealth consultations.</p><p><strong>Methods: </strong>Using a virtual platform, second-year (preclinical) medical students participated in a simulated telehealth visit during which they conducted a focused assessment of a standardized patient. While the chief complaint was a generalized symptom, the standardized patient had characteristics that suggested a more critical problem that would only be recognized with maintenance of appropriate situational awareness. Faculty members observed the students' performance and provided brief group feedback and discussion along with input from the standardized professionals.</p><p><strong>Results: </strong>Over 2 years, 634 preclinical medical students completed the simulated telehealth session during a course dedicated to transitioning students to their clinical rotations. Feedback from more than 80% of the medical students indicated that the training was valuable and exceeded their expectations.</p><p><strong>Discussion: </strong>Our innovative simulated telehealth consultation effectively enhances medical students' knowledge and proficiency in telehealth practices and situational awareness, providing them with essential skills for the evolving health care landscape.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11517"},"PeriodicalIF":0.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11985545/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143989521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Flipped Classroom Case to Introduce OB/GYN Clerkship Students to Contraception, Postpartum Care, and Intimate Partner Violence Screening.","authors":"Krista Wagoner, Angela Dempsey, Faith Dunn, Meredith Chardukian","doi":"10.15766/mep_2374-8265.11505","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11505","url":null,"abstract":"<p><strong>Introduction: </strong>The Association of Professors of Gynecology and Obstetrics core learning objectives for medical students include postpartum care, peripartum mood disorders, family planning, and intimate partner violence.</p><p><strong>Methods: </strong>This module uses student prework, session slides, and a facilitator guide for a 2-hour flipped classroom case that addresses these core learning areas for medical students on their obstetrics and gynecology clerkship. We assessed the module in a range of domains with five rotations of students who participated during their clerkship and facilitators who led the session. Data were collected from students and facilitators via voluntary participation in a survey made available after the session. Data are reported as proportion of respondents who agreed or strongly agreed.</p><p><strong>Results: </strong>Of 97 student participants, 57 completed the survey (59%). More than 85% agreed or strongly agreed that the session improved understanding or comfort in each of the learning objectives, and the majority agreed that the prework offered useful knowledge for the session (89%), that the session was interactive (91%), and that the session format was helpful in applying new knowledge (95%). Fifty-seven percent of facilitators responded; all agreed that the facilitator guide increased their confidence while teaching and that they spent less time preparing for the session than traditional didactics. Most (89%) agreed that the facilitator guide helped them promote active learning.</p><p><strong>Discussion: </strong>With favorable student and facilitator perceptions, this module provides a tool to address several core learning objectives for medical students in the context of an interactive flipped classroom module.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11505"},"PeriodicalIF":0.0,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11978902/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144048236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rapid Cycle Deliberate Practice Simulation for a Maternal Cardiac Arrest With Obstetrics and Gynecology Residents.","authors":"Timothy Friedmann, Ceyda Oner, Jared M Kutzin","doi":"10.15766/mep_2374-8265.11513","DOIUrl":"10.15766/mep_2374-8265.11513","url":null,"abstract":"<p><strong>Introduction: </strong>Maternal cardiac arrest is rare; therefore, simulation serves as an opportunity to better prepare obstetrics and gynecology residents for these emergencies.</p><p><strong>Methods: </strong>We conducted a 2-hour educational activity for 16 obstetrics and gynecology residents at an academic medical center, utilizing rapid cycle deliberate practice to teach them the recognition and management of a maternal cardiac arrest. The case centered on a patient admitted to the labor and delivery floor who was in her third trimester. She developed chest pain and had a subsequent cardiac arrest. The case used up to seven rounds of rapid cycles with debriefing after each. Learners were expected to recognize the cardiac arrest, initiate initial management, consider the differential diagnosis, and prepare for a resuscitative hysterotomy.</p><p><strong>Results: </strong>After the simulation case, learners' average comfort level for managing cardiac arrest improved from 1.8 to 3.6 (on a 5-point Likert scale: 1 = <i>extremely uncomfortable,</i> 5 = <i>extremely comfortable</i>). Comfort performing supportive airway management went from 1.9 to 4.1. Residents found the knowledge gained during the session useful to future practice, and the average course rating was 5.8 on a 6-point scale (with 6 = <i>excellent</i>).</p><p><strong>Discussion: </strong>Rapid cycle deliberate practice simulation for a maternal cardiac arrest improves obstetrics and gynecology residents' comfort and readiness for obstetrics emergencies.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11513"},"PeriodicalIF":0.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11975762/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143812522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Benefits of Hormonal Contraception Across the Lifespan: A Case-Based, Interactive Curriculum.","authors":"Aisvarya Panakam, Andrea Pelletier, Natasha R Johnson, Celeste S Royce, Trevin C Lau, Deborah Bartz","doi":"10.15766/mep_2374-8265.11512","DOIUrl":"10.15766/mep_2374-8265.11512","url":null,"abstract":"<p><strong>Introduction: </strong>Exogenous hormones found in birth control methods have contraceptive and noncontraceptive benefits, yet few educational resources exist for medical students to learn about use of hormonal contraceptives in varied patient scenarios.</p><p><strong>Methods: </strong>We designed a curriculum for second-year medical students on the use of hormonal contraceptives in patients with diverse identities and clinical conditions. Students enrolled in a transition to clerkship course participated in an interactive 40-minute large-group didactic, followed by case-based collaborative learning small-group discussions. Cases included a reproductive-aged female patient with a new chronic medical condition, a patient identifying as queer with menstrual irregularities, and a perimenopausal patient with systemic symptoms. Students provided immediate postcourse quantitative feedback, followed by longitudinal qualitative feedback during six consecutive OB/GYN clerkship cycles, regarding the value of the curriculum as preparation for hormone counseling patient encounters. We performed thematic analysis of all qualitative responses.</p><p><strong>Results: </strong>Of 137 students enrolled, 50 (36%) completed end-of-course evaluation, with 70% evaluating the intervention as <i>excellent</i> or <i>good</i>. For thematic analysis, of the 103 eligible clerkship students, 59 (57%) completed the survey. We identified four themes: value of the curriculum as an introduction to hormone counseling; value in recognizing one's own biases in hormone counseling; emphasis on patient-centered counseling; and introduction to value-neutral and nondirective counseling.</p><p><strong>Discussion: </strong>Our case-based curriculum introduces hormonal contraception across diverse patient identities and medical indications, resulting in improved student comfort with patient-centered counseling on hormone options. This expansive contraception curriculum can be replicated for other medical trainees across multiple subspecialties.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11512"},"PeriodicalIF":0.0,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11968450/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143796286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}