A structured teaching curriculum for medical students improves their performance on the National Board of Medical Examiners shelf examination in surgery

• Published in: The American journal of surgery Vol. 209; no. 4; pp. 765 - 770
• Main Authors: Wirth, Keith, B.S, Malone, Bethany, B.S, Turner, Christopher, M.D, Schulze, Robert, M.D., F.A.C.S, Widmann, Warren, M.D., F.A.C.S, Sanni, Aliu, M.D
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01.04.2015; Elsevier Limited
• Subjects: Cancer; Clinical Competence; Cognitive style; Core curriculum; Curricula; Curriculum; Education, Medical - methods; Feedback; General Surgery - education; Internship and Residency; Learning; Medical residencies; Medical student; National Board of Medical Examiners; NBME shelf; Public speaking; Specialty Boards; Standard deviation; Students, Medical; Surgery; Surveys and Questionnaires; Teaching; Curriculum; National Board of Medical Examiners; NBME shelf; Medical student
• ISSN: 0002-9610; 1879-1883
• DOI: 10.1016/j.amjsurg.2014.09.036

Abstract Background The aim of this study was to evaluate the effect of a resident-driven, student taught educational curriculum on the medical students' performance on the National Board of Medical Examiners surgery subject examination (NBME). Methods On daily morning rounds, medical students or the chief resident delivered preassigned brief presentations on 1 or 2 of the 30 common surgical topics selected for the curriculum. An initial assessment of student knowledge and an end-rotation in-house examination (multiple choice question examination) were conducted. The mean scores on the NBME examination were compared between students in teams using this teaching curriculum and those without it. Results A total of 57 third-year medical students participated in the study. The mean score on the in-house postclerkship multiple choice question examination was increased by 23.5% ( P < .05). The mean NBME scores were significantly higher in the students who underwent the teaching curriculum when compared with their peers who were not exposed to the teaching curriculum (78 vs 72, P < .05). Conclusion The implementation of a resident-driven structured teaching curriculum improved performance of medical students on the NBME examination.