Preparing a Better Doctor: the C3 curriculum and OSCE scores

Authors

Kimberly Pedram, VCU

First Author Information

Kimberly Pedram, MD, PCM Associate Course Director, School of Medicine, Department of Internal Medicine

Additional Author(s) Information

Susan DiGiovanni, MD, Interim Senior Associate Dean for Medical Education and Student Affairs, PCM Course Director, School of Medicine, Department of Internal Medicine

Alice Wong, MD, PCM Associate Course Director, School of Medicine, Department of Internal Medicine

Elizabeth Marlowe, PhD, PCM Education Director, School of Medicine, Department of Internal Medicine

Miao-Shan Yen, MS, Senior Biostatistician, School of Medicine, Department of Biostatistics

Presentation Format

Poster

Type of Activity

Research

Original Presentation Date

2017

Date of Submission

May 2017

Abstract/Short Description

In 2013, a horizontally integrated 18 month curriculum (C3) for undergraduate medical students, which replaced the traditional 24 month basic sciences curriculum, was implemented at the Virginia Commonwealth University School of Medicine. A retrospective, all-inclusive study was conducted comparing the performance of the last group of students completing the 24 month curriculum (the Class of 2016, n=196) and the first group of students completing the 18 month curriculum (the Class of 2017, n=205) on the end-of-course OSCE (Objective Structured Clinical Exam). Students who completed the 18 month curriculum had significantly higher OSCE case scores (7.7 points, p <0.0001) as well as higher OSCE category scores (2.2 points, p = 0.002).

Purpose/Research Question

Do end-of-course OSCE (Objective Structured Clinical Exam) case scores differ significantly when comparing the 24 month curriculum to the 18 month curriculum?

Objectives

Describe the effects of changing the curriculum to an integrated curriculum on student OSCE performance.

List other possible explanations for differences seen in OSCE performance.

Explain possible limitations to the study.

References

Brauer, D. (2015). The integrated curriculum in medical education: AMEE Guide No. 96.

Medical Teacher, 37, 312-322.

Dyrbye, L. N., Starr, S. R., Thompson, G. B., & Lindor, K. D. (2011). A model for integration of formal knowledge and clinical experience: the advanced doctoring course at Mayo Medical School, Academic Medicine, 86(9), 1130-1136.

Harden, R. M. (2016). Revisiting ‘assessment of clinical competence using an objective

structured clinical examination (OSCE),’ Medical Education, 50, 376-379.

Lindor, K. D., Pawlina, W., Porter, B. L., Viggiano, T. R., Grande, J. P., Barrier, P. A., Swanson, J. A., & Buman, K. F. (2010). Commentary: improving medical education during financially challenging times, Academic Medicine, 85(8), 1266-1268.

Wilkes, M. S., Usatine, R., Slavin, S., & Hoffman, J. R. (1998). Doctoring: University of

California, Los Angeles. Academic Medicine, 73(1), 32-40.

Rights

© The Author(s)

Is Part Of

VCU Medical Education Symposium