Scholarlink

Background <p>In Germany, first-trimester abortions are legally restricted but allowed under certain conditions, including mandatory counseling and a reflection period. Accessibility concerns persist. To address gaps in medical training, we developed an interdisciplinary learning module on first-trimester abortion care.</p> Methods <p>We piloted the module in two sessions giving access to all medical students as an extracurricular learning opportunity. We conducted non-paired surveys across the medical school prior to the module and with our participants after the module to identify changes in attitudes as well as in intentions to treat.</p> Results <p>We received a total of 297 responses. Most of the students (94%) were in favor of legalizing abortion laws. However, only 30% self-assessed their knowledge as sufficient, 40% of the students showed the willingness to perform abortions within the consultation clause and 43% of the students agreed to consult patients on abortion provision but not perform them themselves. The right for practitioners to object the performance of abortions was highly agreed upon (78%). After our pilot sessions, we received 53 evaluation surveys from 118 participants. Students reported a significant increase in knowledge. We observed a significant increase in general support and intention to treat after our module.</p> Conclusions <p>Teaching about abortion is essential for our future healthcare providers. Overall, we see a great response to our new learning module and can hope for practice-changing effects on the provision of abortion care in the future. We integrated the module into our regular teaching catalogue.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Medical education and abortion care: evaluating an interdisciplinary learning module in Germany

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年1月20日

查看全文
  • Kristina Killinger,
  • Michelle Foerstel,
  • Stephanie Wallwiener

摘要

Background

In Germany, first-trimester abortions are legally restricted but allowed under certain conditions, including mandatory counseling and a reflection period. Accessibility concerns persist. To address gaps in medical training, we developed an interdisciplinary learning module on first-trimester abortion care.

Methods

We piloted the module in two sessions giving access to all medical students as an extracurricular learning opportunity. We conducted non-paired surveys across the medical school prior to the module and with our participants after the module to identify changes in attitudes as well as in intentions to treat.

Results

We received a total of 297 responses. Most of the students (94%) were in favor of legalizing abortion laws. However, only 30% self-assessed their knowledge as sufficient, 40% of the students showed the willingness to perform abortions within the consultation clause and 43% of the students agreed to consult patients on abortion provision but not perform them themselves. The right for practitioners to object the performance of abortions was highly agreed upon (78%). After our pilot sessions, we received 53 evaluation surveys from 118 participants. Students reported a significant increase in knowledge. We observed a significant increase in general support and intention to treat after our module.

Conclusions

Teaching about abortion is essential for our future healthcare providers. Overall, we see a great response to our new learning module and can hope for practice-changing effects on the provision of abortion care in the future. We integrated the module into our regular teaching catalogue.