Sherilyn Smith, David Losh, Jennie Struijk and F. Curt Bennett University of Washington School of Medicine, Seattle, Washington
BACKROUND: Educators use different methods to teach core pediatric content. Gathering student outcome data in addition to students' perceptions about teaching methods can guide curriculum development and resource use for clerkships.
OBJECTIVE: Determine the effects of different teaching methods on student performance on an end of third year OSCE.
METHODS: All students are required to complete a case-based pediatric curriculum during their 3rd year. In 2004-5 students completed a paper case that covers the topic of neonatal jaundice. In 2005-6, all students completed a CLIPP case (Computer Assisted Learning in Pediatrics Project) covering the same material. In 2005 and 2006, students completed a 3rd year OSCE that tests their ability to diagnose and manage pediatric jaundice. OSCE scores were compared between cohorts using Mann Whitney and Wilcox W tests.
RESULTS: One hundred eighty one students completed the 2005 OSCE and 165 completed the 2006 OSCE. Students who were taught using the CLIPP case identified more birth history items (90% vs. 99% p =0.001) and prenatal history items (70% vs. 79% p=0.038) that were necessary for case management. More students could create a greater than 3 item differential diagnosis (54% vs. 79% p=0.028) and develop an appropriate management plan (81% vs. 98% p<0.001) after being taught with the CLIPP case. Student performance on an adult hypertension OSCE did not change between cohorts.
CONCLUSION: Using CLIPP as a case based teaching tool enhances students' ability to approach and manage common pediatric problems. Further studies are needed to validate this teaching approach for other content areas within Pediatrics.