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Speciality Society Curriculum Affecting CREOG Outcomes

Caron J. , MD
Suzanne Eggers, MD
Background: It is well established that the CREOG inservice exam is designed to identify areas that each individual resident needs to focus on, but also can be used to identify areas of improvement in the residency program itself, which may include adding or modifying curriculum, rotations offered, and didactic topics. Upon review of the CREOG inservice exam scores of the sixteen residents in the Creighton University and Affiliated Hospitals Obstetrics and Gynecology Residency Program, it was noted that in three of the last four years, the program has scored below the national average in the area of Reproductive Endocrinology and Infertility (REI). The residents currently have a two month rotation during the third postgraduate year at an outside hospital. Although it is an excellent rotation, the main focus is infertility, and the contributed faculty have limited time to provide formal didactics. It is not a unique issue as there were several posters at last year's CREOG/APGO meeting that addressed the REI curriculum in other programs. The null hypothesis put forth was that an REI Training Module would not significantly improve CREOG scores from PGY 1 to PGY 2 years and would not improve the program's REI CREOG scores compared to the national average.
Materials and Methods: The residents were required to complete each of the nine ASRM modules from 2010 during the 6 weeks leading up to the CREOG inservice exam. Each resident printed out and turned in the completion certificate after each module. The percentage correct on the REI portion of the CREOG exam was then reviewed looking at 2008 through 2011.
Results: Before the implementation of the modules, no difference was seen in the percent correct of REI scores between the first and second year of the current PGY IVs. After implementation of the modules, the current second year residents showed a significant improvement between their first (no modules) and second year (after modules) REI percent correct scores.(p<0.05). In comparing the three intern classes, 2007 and 2010(without modules) to the intern class of 2011(with modules), the scores increased but not significantly(p=0.178). The overall program percent correct in REI was significantly higher than the program scores averaged over 2008-2010, and for the first time in three years, was higher than the national percent correct.
Conclusion: The ASRM training modules significantly improved the REI CREOG scores in the current second year residents from their first year performance. There was no difference in the performance of two intern classes prior to implementation of the modules and the current intern class that completed the modules. The overall performance of the CU residents improved significantly after completion of the modules compared to those nationally and to the previous two years.

Topics: CREOG & APGO Annual Meeting, 2012, Resident, Residency Director, Residency Coordinator, Competencies Addressed, Patient Care, Medical Knowledge, GME, Assessment, Independent Study, Reproductive Endocrinology & Infertility,

General Information

Date Presented
2012 CREOG & APGO Annual Meeting
Oral Abstract

Assessment, Information Management/Computer Applications, Feedback & Evaluation, Technology, Curriculum Development/Evaluation

Intended Audience
Resident, Residency Director

Competencies Addressed
Medical Knowledge

Educational Continuum

Education Focus
Assessment, Independent Study

Clinical Focus:
Reproductive Endocrinology & Infertility 

Resident,Residency Director,Residency Coordinator,
Patient Care,Medical Knowledge,
Assessment,Independent Study,
Clinical Focus
Reproductive Endocrinology & Infertility,

Author Information

Primary Author:
Caron J. , MD
Creighton University Medical Center, Omaha, NE 

Suzanne Eggers, MD

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