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Curriculum Development in the OBGYN Clerkship: Effect on NBME Scores
Purpose: Investigate whether implementation of APGO Medical
Student Educational Objectives into an OBGYN clerkship didactic curriculum
results in higher NBME exam scores.
Background: Medical student curriculum reform is at the forefront
of OBGYN educational research. Active, adult learning techniques are highly
touted; data are promising for student satisfaction, but more studies about
effect on objective assessments are needed.
Methods: We implemented 21 of 58 APGO Medical Student
Educational Objectives into the OBGYN Clerkship didactic curriculum during
academic year (AY) 2018-2019. Students were assigned pre-reading material and
completed weekly, graded individual readiness assessment tests, followed by
team readiness assessments, before each didactic session. NBME scores were
compared pre- and post-intervention (AY 2017-2018 to AY 2018-2019, respectively)
by yearly cumulative, as well as by individual cohort within each year.
Analysis was completed with independent samples t-test with two-sided P <
0.05 statistically significant.
Results: Overall, AY 2018-2019 had higher average NBME scores
than AY 2017-2018, although not statistically significant (79.5 vs 78.6,
P=0.29). Cohorts 4 and 6 showed significantly higher scores in AY 2018-2019
relative to AY 2017-2018, 80.0 vs 75.4 and 82.1 vs 77.7 respectively, (P<
0.05). Cohorts 3 and 5 scores were slightly higher on average and cohorts 1 and
2 scores were lower on average in AY 2018-2019 relative to AY 2017-2018, but
these differences were not found to be statistically significant.
Discussions: Implementation of the APGO Medical Student Education
Objectives into our OBGYN didactic curriculum showed a trend toward higher NBME
scores, suggesting benefit, however this difference was not statistically
CREOG & APGO Annual Meeting, 2020, Student, Faculty, Clerkship Director, Clerkship Coordinator, Medical Knowledge, GME, Assessment, Lecture, Team-Based Learning, General Ob-Gyn,