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Resident and Faculty Perceptions of the Value of End-of-Rotation Oral Examinations
*Ryland S Stucke, Kari M Rosenkranz, Paul H Kispert
Dartmouth, Lebanon, NH

OBJECTIVE: Determine the value of end-of rotation oral examinations.
DESIGN: Survey
SETTING: Academic residency program
PGY 3 - 5 (N=8) Faculty (N=10)
MAIN OUTCOME MEASURES: Perception of oral exams to test knowledge and prepare residents for board examinations.
Expectation of resident performanceMet 70%Did not meet 30%
Resident’s knowledgeAt/above expected 70%Below
Expected 30%
My ability to assess resident knowledge prior to mock oralGood 100%Poor 0%
Mock oral exams vs. ABSITE as a test of knowledgeBetter 50%Similar 30%Different 20%
Didactics/clinical conferences adequately assess resident knowledgeYes 50%No 50%
Oral exam helpful in assessing knowledgeYes 90%No 10%

Difficulty of Oral ExamExpected 75%Harder 12%Easier 12%
Assessment of KnowledgeExpected 62%Worse than expected 38%
Exam identified my knowledge gapsMany 25%Few 75%None 0
Surprised by my knowledge gapsNot surprised 38%Mildly surprised 63%Very surprised 0
Mock oral vs ABSITE to test knowledgeBetter 75%Similar 12%Worse 12%

Resident results: Preparation for QE/CE
Didactic system (SCORE) prepares for QE / CE25%75%
Clinical conferences prepare for QE / CE12%88%
Frequent oral exams helpful in passing CE / QE88%12%

Faculty members feel that clinical interactions predict performance on oral examinations. The oral format detected unexpected knowledge deficits. Residents feel frequent oral examinations provide a better test of knowledge than the ABSITE and better preparation for the CE / QE than the SCORE curriculum or clinical conferences. Faculty and residents feel strongly that frequent mock oral exams are beneficial. Oral examinations should be incorporated into the resident curriculum.

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