Performance on the Obstetrics and Gynecology In-Training Examination After Implementation of a New Curriculum [7O]

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The objective of this study is to determine the impact of a new academic curriculum on the Council on Resident Education in Obstetrics and Gynecology In-Training Examination (CREOG-ITE) scores in an American College of Graduate Medical Education (ACGME) accredited obstetrics and gynecology (OB/GYN) residency program.


This is a retrospective cohort analyzing the results of our scholastic preparation program. After scores from the January 2015 CREOG-ITE were released, all residents with a score one standard deviation below the mean, or <180, were placed into the experimental group and met with the same attending every month to discuss key learning objectives. They were compared to the control group of residents with a score >180 who had no additional formal education. Each resident served as her own matched paired internal control.


Out of 18 possible residents, five were placed into the scholastic preparation program based on CREOG-ITE score <180; two were PGY1 (post-graduate year), two were PGY2 and one was PGY3. The mean improvement in CREOG-ITE score from 2015 to 2016 for the experimental group was 23.2 points (95% CI 12.4-40.5 with P<.001).


The scholastic preparation program was associated with a substantial and statistically significant improvement in CREOG-ITE scores, even when accounting for PGY level. This demonstrates that improvement was not simply a by-product of inherent academic knowledge of a resident further along in training. Accountability to faculty members also played a large role in the program's success. This scholastic preparation program may serve as a model for improving OB/GYN resident education.

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