Document Type

Abstract

Publication Date

2-2021

Academic Year

2020-2021

Abstract

Purpose: Postpartum Depression (PPD) is frequently undiagnosed in the clinical setting. Barriers to correctly recognizing and diagnosing PPD include lack of specific education during medical school and prioritization of physical health over psychosocial health. Further, to better understand psychologic disorders, medical education should incorporate patient perspectives so that students can fully appreciate the individual impact.

Methods: This study was designed on Qualtrics and circulated to preclinical medical students (MS 1/2) at Thomas Jefferson University. Participants completed a T/F pretest and viewed the included slide deck. Half of the participants were randomized to watch a patient perspective. As a posttest, objective data was obtained via the same T/F questions. Similarly, subjective data was obtained by rating effectiveness and likability on a five-point Likert scale.

Results and Conclusions: Pretest results showed an average of 72.17% and 75.6% among the control and experimental groups, respectively. Posttest results increased by 13.33% and 14.84% to end with an average of 85.5% and 90.44%, respectively. These results demonstrate a slightly greater, but non-significant, increase (1.51%, p = 0.078) in knowledge retention between the groups. Subjective measures showed that participants exposed to patient perspectives prefer increased patient interaction, alternative lecture methods, and increased mental health education. These results showed that while specific PPD education increases knowledge retention, the manner in how the information is taught does not significantly change knowledge retention. That said, incorporating a humanistic element to standardized education increased student enjoyment, empathy, and potential comfort helping future patients.

Language

English

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