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Evaluation of a Standardized Oral Examination for Assessment in an Obstetrics and Gynecology Clerkship
Evaluate the impact of a programmatic change to the traditional oral examination
Study of 3rd 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
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.
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.
2014, Student, Faculty, Clerkship Director, Medical Knowledge, UME, Assessment, General Ob-Gyn,