Undergraduate Teaching Curriculum in Obstetrics and Gynecology

Background: Evaluation of teaching curriculum is extremely logical and is firmly recommended as a part of teaching-learning process. The utility of feedback from students to evaluate a teaching curriculum cannot be overemphasized. Aim: The present study was conducted to evaluate the effectivity of undergraduate teaching curriculum in obstetrics and gynecology. Materials and methods: We attempted to seek view point of a batch of 100 students in 9th semester to evaluate the effectivity of undergraduate teaching curriculum in obstetrics and gynecology through a pertinent and simple questionnaire. Results and conclusion: Out of a batch of 100 students, there were 91 respondents. Majority of them were satisfied with lecture taking but desired that lectures be taken by senior faculty. Four most difficult topics to understand were related to labor followed by malignancies, operative procedures and dysfunctional uterine bleeding respectively. Shockingly, 91.20% students had not conducted even a single delivery, and 10.98% were yet to witness a cesarean section. A meager 2.19% devoted maximum time to study obstetrics and gynecology. Since this study involved a single batch of students, after obtaining further feedback from other batches, larger database will be assessed, and inferences used to evaluate the undergraduate teaching program.