Number
232
Name
Medical Student Attitudes toward Abortion Care Education in a Restricted-Access State
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Catherine Meyer, University of Alabama at Birmingham Heersink School of Medicine
Anne Zinski, University of Alabama at Birmingham Heersink School of Medicine
Samantha Whitfield, University of Alabama at Birmingham Heersink School of Medicine
Alexander Zayzafoon, University of Alabama at Birmingham Heersink School of Medicine
Danielle Gershon, University of Alabama at Birmingham Heersink School of Medicine
Shweta Patel, University of Alabama at Birmingham Heersink School of Medicine
Tracey Wilson, University of Alabama at Birmingham Heersink School of Medicine
Mariko Nakano-Okuno, Hokkaido University
Presentation Topic(s)
Curriculum
Description
PURPOSE
Across the United States, there is no consistent educational model for the
delivery of reproductive health education, specifically related to pregnancy
termination. Reported effects of this variability include influencing
students’ opinions regarding reproductive health and pregnancy termination,
as well as comfort discussing this topic with patients. While outcomes
associated with legislation specifically have been evaluated, few studies
have asked medical students what they want to learn about pregnancy
termination and when they want to learn it. The purpose of this study was to
assess medical students’ comfort and preferences for instruction and
curriculum related to pregnancy termination education in undergraduate
medical education (UME), particularly in the pre-clinical setting.
METHOD
The authors invited medical students in an abortion-banned state to
complete a survey from July-September 2024. The survey used Likert-scale
questions to assess students’ preferences and comfort with educational
content and instructional methods related to pregnancy termination care, and
general attitudes toward abortion. The authors analyzed responses and
comments using Chi-square tests.
RESULTS
218 students responded (26.7% response rate). Nearly two-thirds (63.8%,
n=139) of respondents identified as pro-choice and 19.7% as pro-life. While
39.0% reported personal conflicts with providing induced abortion procedures
themselves, most (81.3%) agreed that pregnancy termination is an appropriate
topic for medical school curriculum. Most (86.6-96.1%) indicated comfort
learning various topics at any point during UME, with medication abortion,
advocacy, policy, and ethics preferred during pre-clinical phase. Lecture was
selected as a valued instructional method overall. Regarding curriculum on
ethics, patient counseling, and procedural abortion, peer discussion and
clinical observation were also desired for instruction.
CONCLUSION
Most medical student respondents supported inclusion of pregnancy
termination care education in UME. As changes in the field may affect
curricular standardization across states, student input for timing and
preferred instructional methods should be considered as reproductive
healthcare curriculum is developed.
Across the United States, there is no consistent educational model for the
delivery of reproductive health education, specifically related to pregnancy
termination. Reported effects of this variability include influencing
students’ opinions regarding reproductive health and pregnancy termination,
as well as comfort discussing this topic with patients. While outcomes
associated with legislation specifically have been evaluated, few studies
have asked medical students what they want to learn about pregnancy
termination and when they want to learn it. The purpose of this study was to
assess medical students’ comfort and preferences for instruction and
curriculum related to pregnancy termination education in undergraduate
medical education (UME), particularly in the pre-clinical setting.
METHOD
The authors invited medical students in an abortion-banned state to
complete a survey from July-September 2024. The survey used Likert-scale
questions to assess students’ preferences and comfort with educational
content and instructional methods related to pregnancy termination care, and
general attitudes toward abortion. The authors analyzed responses and
comments using Chi-square tests.
RESULTS
218 students responded (26.7% response rate). Nearly two-thirds (63.8%,
n=139) of respondents identified as pro-choice and 19.7% as pro-life. While
39.0% reported personal conflicts with providing induced abortion procedures
themselves, most (81.3%) agreed that pregnancy termination is an appropriate
topic for medical school curriculum. Most (86.6-96.1%) indicated comfort
learning various topics at any point during UME, with medication abortion,
advocacy, policy, and ethics preferred during pre-clinical phase. Lecture was
selected as a valued instructional method overall. Regarding curriculum on
ethics, patient counseling, and procedural abortion, peer discussion and
clinical observation were also desired for instruction.
CONCLUSION
Most medical student respondents supported inclusion of pregnancy
termination care education in UME. As changes in the field may affect
curricular standardization across states, student input for timing and
preferred instructional methods should be considered as reproductive
healthcare curriculum is developed.
Presentation Tag(s)
Student Presentation