Purpose: To examine the effect
of an educational intervention on OB/GYN CREOG in-training exam (ITE) scores
Background: Recent
reports have correlated performance on the ITE to passing the qualifying board
exam (QBE). Residents at risk for failing may benefit from an educational
intervention to increase their chance of successfully passing their QBE.
Methods: A
retrospective pretest/posttest paired subject intervention study was conducted.
Residents selected for inclusion were those with an ITE score of < 200 on
their most recent attempt. The educational intervention was a four hour test
taking strategy workshop completed two months prior to the ITE. Validation of
proper implementation of the method was verified with follow up performance
reports. Following completion of the intervention, the next ITE score was
obtained and recorded. The statistical analysis was completed for
non-parametric matched pairs with Wilcoxon Signed Rank testing with alpha set
at 0.05.
Results: 21 PGY-3
and 4 residents met inclusion criteria for enrollment. The mean ITE baseline
score was 192.4. Following the educational intervention, the mean ITE score was
212.4. The mean difference between groups was 19.9 points + 2.29
(p<0.001). All but one resident demonstrated improvement in all subjects.
All of the residents subsequently passed their QBE.
Discussions: Our findings suggest
that this particular test taking strategy augments CREOG ITE scores by 20
points in residents who score below 200. This pilot study demonstrates that a
concentrated two month effort can lead to significant improvements for
residents at risk of failing their qualifying board exam in OB/GYN.
Topics: CREOG & APGO Annual Meeting, 2019, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Residency Director, Residency Coordinator, Systems-Based Practice & Improvement, CME, Assessment, Problem-Based Learning,
Anita Das,
MD, America\'s OB/GYN Board Review Course, Inc;
Christopher Robinson, MD
