Council on Medical Student Education in Pediatrics


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COMSEP 2008 Atlanta Meeting

Poster Presentation:

CLIPP* Cases: What Is the Magic Number?

PG McBurney, N-M Nguyen, SM Jackson, WT Basco.
Medical University of SC, Charleston, SC.

Background: CLIPP cases cover the curriculum designed by Council on Medical Student Education in Pediatrics. Does completion of these cases relate to performance on National Board of Medical Examiners Subject Exam in Pediatrics? 
Objective: To determine the relationship between number of cases completed and subject exam scores. Methods: Setting was Medical University of South Carolina’s pediatric clerkship. CLIPP cases were demonstrated at each clerkship orientation starting in 2005-06 academic year. In 2006-07, these cases were required on the 6-week clerkship. Depending on the cycle, students were instructed to complete a varying number: 15 for cycle 1; 10 for 2,4,6, and 8; 20 for cycles 3, 5, and 7. Correlation between numbers of cases studied and subject exam scores was determined. T-test was performed to compare scores of students who, by the exam date, had completed < 10 cases to the group who completed > 20 cases. Multivariate linear regression was used to model this relationship of number of cases completed with scores. Cycle order was the covariate.
Results: Before the cases were required (2005-06), 45 students performed an average of 3 cases each. In 2006-07, all 146 students were required to perform these cases, with a mean number of cases performed = 14.2. There was correlation between numbers of cases performed and exam scores (r=.17, p=.038). The group (n=11) who did < 10 cases had a mean score of 70.5; the group (n=14) who did > 20 cases, mean of 77.7 (p =.016). In the multivariate model, number of cases performed predicted exam scores (p=.0079).
Conclusion: Number of cases performed correlated with subject exam scores. Students completing more cases than required had a higher mean than those who did less than required. The capacity with Clipp to monitor how many cases individuals have performed before the exam date may be a tool for clerkship directors to identify students at-risk.             *