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A Medical Student Intervention to Prepare Students for the NBME in Obstetrics and Gynecology
Purpose: Assess whether a medical student (MS)4-led exam review
session is an effective means of improving MS2-MS3 National Board of Medicine
Exam (NBME) performance.
Background: The NBME composes a portion of the final grade in the
OB-Gyn clerkship at many medical schools and is often tied to eligibility for
honors, which influence class rank and residency match success. Although there
is uncertainty as to how much the NBME reflects specific clerkship learning, it
has been shown to correlate well to USMLE scores. In contrast, the NBME shelf
exam scores have poor correlation to students’ self-assessed fund of knowledge,
reflecting an important source of feedback.
Methods: A 2-hour exam review curriculum designed by an MS4 and
the clerkship director was administered to MS2-MS3 students during regularly
scheduled, required didactic time in the last week of the clerkship prior to
the exam. NBME scores were compared using one-tailed t-test with scores from
the year prior to the intervention.
Results: 275 test-takers were compared, 149 in the year prior
to the intervention and 126 in the year after. Students who were offered the
exam review scored significantly higher on the NBME than students in the previous
year (79.18 vs 76.02, p=0.03).
Discussions: Senior medical students can be effective teachers of
junior medical students as demonstrated by the significantly improved NBME
performance following implementation of a MS4-led exam review session. Medical
students who have a strong interest and knowledge may be an untapped resource
for student success in the Ob-Gyn clerkship.
CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Medical Knowledge, UME, Assessment, General Ob-Gyn,