Family Medicine End of Clerkship Assessment (EOCA) [Eee-O-Kah] Irmanie Eliacin MD Christine Dalton, MD John Delzell Jr, MD Suzanne Minor, MD Marquita Samuels, BA Ebony Whisenant, MD Florida International University- Herbert Wertheim College of Medicine February 6, 2015

Disclosures No Disclosures

Objectives Gain knowledge on the aspects of the End of Clerkship Assessment (EOCA) including details of stations and their objectives. Explain the different processes in developing an EOCA and implementing it into all clerkship rotations. Correlate their students EOCA with the NBME shelf exam and other parameters.

Introductions Irmanie Eliacin MD  Assistant Clerkship Director Christine Dalton, MD  Instructor John Delzell Jr, MD  Director of Student Education Suzanne Minor, MD  Clerkship Director Marquita Samuels, BA  Clerkship Coordinator Ebony Whisenant, MD  Assistant Clerkship Director

Background Why did we decide to develop an OSCE? –Another tool to evaluate clinical knowledge –Expanded to use more outside clinical preceptors Ensure students were gaining an equitable learning experience consolidating core topics assessed in family medicine.

Questions we want to answer… Does our EOCA give additional info about students (different than NBME or ASPC)? Does a new EOCA / OSCE have reasonable validity? Does our EOCA give additional info about students at academic sites vs community preceptor sites ?

Curriculum Design…What went into choosing the stations? Students struggled with formulating complete problem list, thorough assessment, plan and differential diagnosis. –A Standardized Patient (SP) station targeted several key chronic medical conditions evaluating students ability to develop comprehensive recommendation and plans. –Post Encounter Note –Oral presentation to faculty

Curriculum Design…What went into choosing the stations? Students had trouble with pharmacology and writing prescriptions. –Sections required mock prescription, orders, studies and recommended treatment for different acute and chronic conditions

Curriculum Design… How were the assessment tools created? Rubrics developed for each station based on topic and assessment –Point system –Check list, etc Research and cross reference Time commitment

Curriculum Design EOCA Station AssessmentsTime 1 DM/HTN SP Station 15 minutes 2 Post Encounter Note 15 minutes 3 Oral Presentation 15 minutes 4 EKG Station 15 minutes 5 Dermatology Station 15 minutes 6 Paper Cases with Knowledge Assessments  Preventative Medicine (Case A)  Pedigree ~ Hyperlipidemia (Case B)  Asthma (Case C)  UTI/Vaginitis (Case D)  HTN/DM/Hypothyroid (Case E) 90 minutes

Evaluation of Student Performance Four rotations completed so far –Total of 73 students (41 more students to complete)

Evaluation of Student Performance Average Overall EOCAOverall NBMEOverall ASPC (Clinical Assessment )

Evaluation of Student Performance

Evaluation of Student Performance : Academic Centers vs Community Preceptor ~ EOCA

Evaluation of Student Performance : Academic Centers vs Community Preceptor ~ NBME

Challenges Time Deadlines Coordinating Accuracy/Cross Reference Technical Challenges Bias –One faculty grading all assessments/rubrics

Conclusions & Lessons Learned Its really easy to start a new OSCE … No it’s really not! Students complain about the amount of time for each station... –It’s ok

Questions???

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