Multi-institutional collaborative mock oral (mICMO) examination for cardiothoracic surgery trainees: Results from the pilot experienceCentral MessagePerspective
Amy G. Fiedler, MD,
Dominic Emerson, MD,
Erin A. Gillaspie, MD,
Joshua L. Hermsen, MD,
Melissa M. Levack, MD,
Daniel P. McCarthy, MD,
Smita Sihag, MD,
Stephanie G. Worrell, MD,
Mara B. Antonoff, MD
Affiliations
Amy G. Fiedler, MD
Division of Cardiothoracic Surgery, Department of Surgery, University of Wisconsin, Madison, Wis; Address for reprints: Amy G. Fiedler, MD, Cardiothoracic Surgery, H4/320 CSC, 600 Highland Ave, Madison, WI 53792.
Dominic Emerson, MD
Department of Cardiac Surgery, Cedars Sinai Medical Center, Smidt Heart Institute, Los Angeles, Calif
Erin A. Gillaspie, MD
Vanderbilt University Medical Center, Nashville, Tenn
Joshua L. Hermsen, MD
Division of Cardiothoracic Surgery, Department of Surgery, University of Wisconsin, Madison, Wis
Melissa M. Levack, MD
Vanderbilt University Medical Center, Nashville, Tenn
Daniel P. McCarthy, MD
Division of Cardiothoracic Surgery, Department of Surgery, University of Wisconsin, Madison, Wis
Smita Sihag, MD
Department of Surgery, Memorial Sloan Kettering, Thoracic Service, New York, NY
Stephanie G. Worrell, MD
Division of Thoracic Surgery, Case Western Reserve University, Cleveland, Ohio
Mara B. Antonoff, MD
Department of Thoracic and Cardiovascular Surgery, UT MD Anderson Cancer Center, Houston, Tex
Objective: The American Board of Thoracic Surgery–certifying examination is challenging for applicants. Single institutions have reported good results with a mock oral examination (MOE) for trainees. General surgery literature has demonstrated success with in-person multi-institutional MOE examinations. Due to small numbers of cardiothoracic training programs and significant geographic variability, we hypothesized that a multi-institutional, collaborative remotely administered MOE (mICMO) pairing faculty with trainees from different institutions would provide an important educational experience. Methods: mICMOs were conducted via the Zoom virtual platform across 6 institutions. Descriptive results via post-experience survey were analyzed and reported. Results: In total, 100% of trainees found mICMO useful. The majority would recommend to a peer, and 100% of faculty examiners found mICMO useful and would participate in another examination. Conclusions: Faculty and trainees found the experience to be effective with respect to creating a high-stakes environment, educationally beneficial, and productive. These results support the continued use of mICMO and encourage expansion and collaboration with additional institutions across the country.
