Abstract

Objective: To assess the utility of a Centering model of obstetric care for teaching in a longitudinal integrated clerkship (LIC) year and compare with traditional students’ experiences. Methods: Comparisons between LIC and traditional students were made between NBME shelf scores, in–house “Practical” exam scores, and number of vaginal deliveries in which the students directly participated.  Comments on the educational quality of the obstetrical experiences were solicited from the LIC students. Results: 3 students were on the LIC track and were compared to the traditional students who took the shelf and “practical” exam within 2 weeks of the LIC group. Shelf scores were comparable: LIC 73+5.6 (range 68-79), traditional 75.1+8.6 (range 61-94). Practical scores: LIC 9.3+0.3 (range 9-9.6), traditional 9.6+0.3 (range 9-10). LIC students participated in 4-10 deliveries, traditional 0-4. LIC comments were consistently positive. Conclusions: LIC students performed similarly to their traditional curriculum peers and reported having an exceptional experience on their OB rotation. Using Centering Pregnancy to teach OB for LIC students is an equal, if not superior, method to teach medical students during their OB rotation.