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Promoting Knowledge Acquisition through Serial Oral Exams

Objective: The Maternal-Fetal Medicine Division introduced oral exams (OB Oral) with level-appropriate content to obstetric rotations in 2007 to evaluate clinical decision-making and promote reading. The current project was designed to assess the effectiveness of this strategy.

Study Design: A 13-item anonymous Resident Survey was developed to examine current resident experience with the OB Oral. Following IRB approval-exempt status, surveys were distributed via Survey Monkey to all residents (n=38). PGY3 annual CREOG exam performance was compared. Faculty conducting exams (n=12) were also surveyed regarding their experience. STATA-12 (College Station, TX) was utilized for statistical analysis.

Results: Fifty-nine percent of resident surveys were returned. 60% of respondents rated the OB Oral as very valuable, with no ratings below neutral. ABOG board preparation was the most valued aspect (48%), followed by motivation to read (28%) and critical thinking (24%). All respondents prepared for the OB oral, utilizing ACOG publications and textbooks primarily. Residents were satisfied with immediate verbal feedback and written evaluations. CREOG scores did not differ by epoch; OB scores tracked with overall score of the trainee. 75% faculty designated OB Oral very valuable with critical thinking skills (62.5%) designated most important aspect.

Conclusions: Residents prepare for the OB Oral and find it worthwhile. Due to high number of subspecialty-bound trainees, we could not correlate OB Oral performance with ABOG oral exam pass rates. Serial oral exams offer a flexible mechanism for targeted resident assessment as we transition to the Milestones era.

Topics: 2014, Resident, Residency Director, Medical Knowledge, Practice-Based Learning & Improvement, GME, Assessment, Maternal-Fetal Medicine,