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Evaluation of a Standardized Oral Examination for Assessment in an Obstetrics and Gynecology Clerkship

Objective:
Evaluate the impact of a programmatic change to the traditional oral examination

Methods:
Study of 3^rd year medical students oral exam performance and the faculty who administered the standardized oral exam (SOE). The former oral exam was non-standardized and used a global rating. The SOE used a standardized question bank and scoring rubric. We 1) compared the oral exam scores from this academic year to a comparable group from the last academic year, 2) evaluated the performance of faculty examiners by comparing their ratings to a third party observer and 3) conducted satisfaction surveys of the faculty and students

Results:
SOE was administered to 117 students. Their scores were lower when compared to a cohort of 101 students who completed the oral exam during the same time period, one year earlier (t= 2.142; df =216; P < .05). Most students (89.7%) reported that the SOE contributed to their preparation for the written examination. 89.7% reported SOE was an effective way to assess clinical reasoning skills and 67.2% reported that it adequately assessed medical knowledge. Among the faculty, 72.2% believed SOE to be a useful method for assessment. The majority (77.8%) believed SOE was effective for assessing clinical decision making and problem solving skills. Finally, inter-judge reliability was acceptable.

Conclusion:
Lower SOE scores are attributable to more structured approach and scoring rubric. Providing guidance to faculty has removed a general halo effect. Both faculty and students find the SOE exercise to be an effective alternative to assessing the student clinical reasoning process.

Topics: 2014, Student, Faculty, Clerkship Director, Medical Knowledge, UME, Assessment, General Ob-Gyn,