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

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Abstract

INTRODUCTION:

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.

METHODS:

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.

RESULTS:

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).

CONCLUSION:

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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