Impact of Reduced Clinical Time on NBME and OSCE Performance in the Ob/Gyn Clerkship: A Quas- Experimental Study
Background Clinical clerkships are crucial in medical education for developing competent physicians. This Loma Linda University study examined the impact of reduced clinical time during an Obstetrics and Gynecology (Ob/Gyn) clerkship on student performance in the National Board of Medical Examiner...
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| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
University Library System, University of Pittsburgh
2025-08-01
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| Series: | International Journal of Medical Students |
| Subjects: | |
| Online Access: | http://ijms.info/IJMS/article/view/3154 |
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| Summary: | Background
Clinical clerkships are crucial in medical education for developing competent physicians. This Loma Linda University study examined the impact of reduced clinical time during an Obstetrics and Gynecology (Ob/Gyn) clerkship on student performance in the National Board of Medical Examiners (NBME) and Objective Structured Clinical Examination (OSCE). It arose from the need to adapt educational practices and curriculum due to pandemic-related restrictions like social distancing and lockdowns.
Methods
This retrospective study evaluated four student groups with different clinical exposures over six-week clerkships. Group 1-7 completed standard rotations, while Groups 8-10 had reduced clinical time: Group 8 by 50%, Group 9 with no clinical time but made up 2 weeks later, and Group 10 by 17%. Reductions were supplemented with virtual learning and independent study. NBME and OSCE scores were analyzed using the Wilcoxon rank-sum test to assess the effects of reduced clinical time on performance.
Results
Analysis revealed no significant difference in NBME and OSCE scores among the groups with reduced clinical time compared to the control. Despite the reduced clinical hours, Groups 8 and 10 displayed slight improvements in median NBME performance, while OSCE scores varied minimally. These findings suggest that a reduction in hands-on clinical experience did not adversely affect the core competencies assessed by these examinations.
Conclusion
This study challenges the superiority of any single learning theory, advocating for clerkship structures that integrate humanism, behaviorism, and constructivism. It highlights the potential to prioritize student well-being and preferences without compromising outcomes, offering insights for adaptable medical curricula.
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| ISSN: | 2076-6327 |