Abstract
<h3>Background</h3> A redesigned MB ChB Medicine course at the University of Bristol had its first intake of students in 2017 and its first paediatric placement in 2020. An identical paediatric Practice Objective Structured Clinical Exam (pOSCE) was included in the 2020–2021 redesigned paediatric course as was previously in the 2019–2020 course. This provided us with an opportunity to assess any difference in outcome of the new Case Based Learning course. <h3>Objectives</h3> We evaluated whether the new redesigned, shorter (6-week versus 9-week) Case Based Learning paediatric course altered student performance in this identical pOSCE. <h3>Methods</h3> We evaluated the pOSCE marks of year 4 MB ChB students at the end of their paediatric courses, following initial successful pilot of the formative assessment. The two pOSCE stations (A and B) were identical in 2019–2020 and 2020–2021 and each student’s performance was examined using the same University structured mark scheme. The teaching fellow examiners were different in 2020–2021 and were blinded to the 2019–2020 student marks. We compared student marks of 2020–2021 to 2019–2020. <h3>Results</h3> One pOSCE took place in 2019–2020, due to Covid interruption, assessing 33 students. To date, 61 students have sat the pOSCE in the 2020–2021 cohort. After incomplete mark sheets were excluded, our evaluation compared 27 pOSCE mark sheets from 2019–2020 with 49 from 2020–2021. The mean scores are outlined in the table 1 below. <h3>Conclusions</h3> Our evaluation provided evidence that students’ paediatric clinical performance was similar from both courses. Whilst this is reassuring, perhaps one aim of a redesigned course would be increased clinical performance. Maintained performance despite the shortened course may have been due to the introduction of regular bedside teaching on the 2020 course. Limitations of our study included OSCE limitations and small sample size. Keeping practice assessments unchanged when introducing new courses can facilitate early course evaluation. Shorter courses may not reduce clinical performance when well designed.
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