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Development of a Medical Student Online Case Study Curriculum: Cases in Obstetrics and Gynecology (COGs)​

Background: As the size of medical school classes grows, the challenges of standardizing the educational experience also increase, particularly when schools must use multiple educational sites to accommodate large groups of students. Here we describe the development, validation, and implementation of an online system of interactive Ob/Gyn case studies that help address this issue. Other clerkships have successfully used this type of curricula but nothing of this kind is available for Ob/Gyn clerkships.


Methods: A series of 25 online, interactive cases were developed that included obstetric and gynecologic topics that were linked to the APGO Medical Student Educational Objectives.


Results: Comparison of National Board of Medical Examiners (NBME) subject exam scores for the year of implementation to historical data showed no significant difference in mean score by rotation as well as no significant difference in first time pass rate. Subjective data was also captured on student opinions and perceptions regarding contribution to general Ob/Gyn knowledge and usefulness of cases in exam preparation. A majority of students felt that the cases enhanced their clerkship experience and were useful for subject exam preparation (77.5% and 65.3% respectively).


Discussions: The case series is a useful addition to standard Ob/Gyn clerkship curriculum which increases student exposure to a standardized set of topics and increases positive perception of the Ob/Gyn clerkship.


Keywords: education, online learning

Topics: CREOG & APGO Annual Meeting, 2016, Faculty, Clerkship Director, Clerkship Coordinator, Medical Knowledge, UME, Virtual Patient, Independent Study, Problem-Based Learning,

General Information

Oral Abstract
2016 C & A Annual
Faculty,Clerkship Director,Clerkship Coordinator,
Medical Knowledge,
Virtual Patient,Independent Study,Problem-Based Learning,
Clinical Focus

Author Information

Rebecca Pierson, MD, Indiana University School of Medicine; D. Mark Schnee, DO; Mark Di Corcia, PhD; Abigail Litwiller, MD

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