Residents as Teachers: A Paradigm Viewed Positively by Medical Students in Obstetrics and Gynecology

Abstract

Medicine conducted a voluntary review session for medical students. Demographic information, NBME subject exam scores, and end-of-clerkship evaluation forms were collected for all students. Bivariate comparisons for students who attended and did not attend the sessions were performed. We considered a p-value < 0.05 as significant.Results: Seventy-eight students attended one of the review sessions. Attendance was not associated with an improvement in NBME exam scores; however, the session was uniformly viewed positively by medical students.Conclusion: Creating structured educational formats to enhance resident teaching and medical student learning should be encouraged. The benefits may not be measurable by improvement in student performance on the NBME subject examination.