Health Sciences Education Symposium

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


Type of Activity


Original Presentation Date


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?


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.


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© The Author(s)

Is Part Of

VCU Medical Education Symposium