How We Teach Emergency contraception and RU-486 (mifepristone): do bioethical discussions improve learning and retention?

Bodensteiner KJ. Emergency contraception and RU-486 (mifepristone): do bioethical discussions improve learning and retention? Adv Physiol Educ 36: 34–41, 2012; doi:10.1152/advan.00122.2011.—To systematically investigate whether the inclusion of a bioethical discussion improves the learning and retention of biological content, students in two sections of an introductory zoology class were taught the biology behind emergency contraception and RU-486. Students in one section of the course participated in a bioethical discussion, whereas students in the other section participated in a content-only discussion. Preand postsurveys, response paragraphs, and a final exam were collected and used to examine the learning and retention of content knowledge. Results suggested that students who participated in a bioethical discussion of emergency contraception and RU-486 learned and retained information better than students who received contentonly instruction. Interestingly, students who participated in the bioethical discussion also appeared to be more confident in their answers. The results of this study may inform the teaching practices and goals of science educators who would like to incorporate a discussion of bioethical issues into their curriculum but often feel that content coverage is paramount.