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Does Clinical Experience Influence Medical Knowledge on Obstetrics and Gynecology Clerkships? [102]

INTRODUCTION: The Liaison Committee on Medical Education Standard 6.2 requires that medical schools define the types of patients and clinical conditions that medical students encounter. The underlying message is a robust, diverse clinical experience may lead to better medical knowledge and preparation. However, little is known about how well clinical experience correlates to medical knowledge. METHODS: Self-reported student log cards for the obstetrics and gynecology rotations at Loyola University Chicago Stritch School of Medicine were retrospectively reviewed between July 2009 and December 2012. Categories include specific clinical conditions as well as total number of patients seen in different areas. Performance on the National Board of Medical Examiners' subject examination was also recorded. RESULTS: A total of 345 records were reviewed. Per rotation, students performing in the top quintile on the subject examination (higher than 80) reported more total encounters (167 compared with 139, P=.04), ambulatory prenatal encounters (19 compared with 15, P=.02), and postoperative encounters (19 compared with 14, P=.04). There was no significant correlation between any encounters and participant examination performance. No differences were noted for students in the bottom quintile (less than 65). Over the 3-year period, the total number of encounters reported per rotation dropped significantly (153 compared with 148 compared with 122, P=.04). CONCLUSION: Students scoring in the top quintile on the subject examination reported more total cases encountered. A robust clinical experience may have positive effects on measures of objective medical knowledge. Because clinical work hours have changed, the number of reported clinical encounters has declined.