Objective: Simulation creates the opportunity for learners to take on leadership roles and to handle critically ill simulated patients without compromising the health of real patients. Educators can utilize the existing APGO Milestone One (M1) cases and anti-racist clinical skills (ARCS) to develop an anti-racist curriculum that properly prepares learners for residency.
Methods: The design of this project involved three steps: Creating clinical skills exam (CSE) stations based on the five APGO Milestone One (M1) cases, incorporating anti-racism clinical skills, and running the simulation with students. The CSE stations modified the original APGO cases with the intention of adapting to a telehealth simulation and fitting within a reasonable time limit. Eight ARCS were adapted from Textbook of Physical Diagnosis: History and Examination, “Deconstructing Racism and Bias in Clinical Medicine.” After these ARCS were incorporated into the CSE stations, one CSE station was chosen to run as part of a bootcamp for fourth-year medical students matching in Ob-Gyn. Data was collected in the form of feedback from the students.
Results: Students who participated in the CSE created here were asked to fill out a post-CSE survey. The survey asked for both general feedback on the CSE as well as how well the CSE assessed each student’s ability to perform the entrustable professional activities it was intended to assess. A majority of the students responded positively to the CSE and reported that it effectively assessed the skills it was intended to assess. The students also received numerical grades on components of professionalism, communication, and history taking. The group scored an average of 98.57 +/- 3.63 in professionalism, 97.38 +/- 2.975 in communication, and 65.24 +/- 15.02 in history taking.
Conclusion/ Discussion: This study demonstrates the success of simulation as a tool to assess classic Ob-Gyn scenarios from an anti-racist lens. Due to the positive feedback from students, this study’s participants are currently being expanded to Ob-Gyn residents and learners from more than one medical school. The numerical scores for learners at different levels in their medical education will support whether or not this CSE can provide a measure of how prepared a fourth-year is for residency. For instance, if the residents average a history taking score of 85, that may be an appropriate goal for a fourth-year entering residency taking the CSE to meet. This CSE will hopefully help future and current Ob-Gyn residents exercise the critical thinking and empathetic approach that will be vital to their clinical practice.
Topics: Faculty Development Seminar, 2022, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Residency Director, Residency Coordinator, Patient Care, Professionalism, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, GME, CME, UME, Simulation, Standardized Patient, Team-Based Learning,
