The Value of Oral Examinations and the Role it Plays in Medical Student Education

Abstract Background: Medical education has a long history of using structured oral examinations (SOE) to evaluate trainee aptitude for high-order processing. However, the SOE has received substantial criticism in recent years regarding limited reliability, possibility of bias and high cost. Methods: In this randomized control trial, 214 third year medical students rotating through the OB/GYN clerkship were divided into two groups, those who took the SOE (n=112) and those who did not (n=102). The mean scores of two required clerkship examinations, the Observed Standardized Clinical Examination (OSCE) and the National Board of Medical Examiners (NBME) subject exam, were compared between the SOE and the non-SOE groups. Results: We found no difference between group mean NMBE scores (SOE group: 75.6%, SD: 7.951 | non-SOE group: 73.9%, SD: 8.302 | p = 0.698) and actually found that those who did not participate in the SOE out-performed those who did in the OSCE (SOE group: 72.8%, SD: 4.978 | non-SOE group: 76.3%, SD: 5.331| p = 0.002). Discussion: Our results suggest that the implementation of the SOE in clerkship curriculum does not correlate with improved medical student performance or success.