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Bringing Basic Science to the Ob/Gyn Clerkship: Perspective from Our Learners
Purpose: To evaluate medical
student perceptions on whether basic science concepts were taught during
patient care delivery in an Obstetrics-Gynecology clinical clerkship.
school curriculums are moving towards competency-based curricula, with an
emphasis on early introduction to clinical training. These changes condense the
traditional basic science curriculum, yet basic science remains critical to
clinical medicine. Students who learn basic science explanations for clinical
correlates have improved retention. The goal is to embed basic sciences within
Methods: At the
end of each required clinical clerkship at the University of Michigan, students
on their rotations were asked to evaluate their overall clerkship experiences
from December 2017 to July 2018. The survey included the statement “Basic
science concepts were taught during patient care delivery” with a too-little to
too-much five level scale, with a score of three being “just right”.
Descriptive statistics were used to analyze the results.
Results: For the
OB/gyn clerkship, 102 students completed the survey. The mean score was 2.37
with a standard deviation of 0.7. Other clerkships were blinded. The same
statement in other clerkships resulted in a score of 2.39 (0.69), 2.73 (0.68),
2.88 (0.56), 2.68 (0.64), 2.65 (0.63), 2.45 (0.73), and 2.66 (0.59).
Discussions: While basic science
concepts are taught in the OB/gyn clerkship, there is significant room for
improvement. All clerkships fell below what students considered optimal basic
science teaching. Teaching scripts, basic science videos, and didactics with
purposeful integration of basic science principles could be an effective,
efficient method of integrating basic science content within the
CREOG & APGO Annual Meeting, 2019, Student, Faculty, Clerkship Director, Medical Knowledge, Practice-Based Learning & Improvement, Lecture, Problem-Based Learning, General Ob-Gyn,