Effectiveness of interactive teaching intervention on medical students'
knowledge and attitudes toward stem cells, their therapeutic uses and
potential research applications
Aims: To evaluate the effectiveness of an interactive teaching
intervention on medical students’ knowledge and attitudes about stem
cell research and therapy. Methods: A quasi-experimental, one group
pre-posttest study design was employed. A six-session interactive
teaching course (intervention) was conducted for a duration of 6 weeks.
Pre and post intervention surveys were used. Differences in students’
knowledge and attitude mean scores were examined using paired t-test,
while gender differences were examined using independent t-test.
Results: Seventy one sixth year medical students were invited to
participate in this study. A pre-intervention survey was distributed to
58 students who agreed to participate (81.6%). Out of 58 students, only
48 (82.7%) completed the entire course. Total knowledge scores and
attitude score significantly increased post intervention. Significant
gender differences in knowledge and attitude scores were not detected
post intervention. Conclusions: Integrating stem cell science into
medical curricula coupled with interactive learning approach were
effective in increasing students’ knowledge about recent advances in
stem cell research and therapy, and in improving attitudes toward stem
cells research and applications.