24907703
OBJECTIVE	The guided outcomes in learned efficiency ( GOLE ) model emphasizes the use of evidence-based resources to understand the diagnosis , treatment , follow-up , and prevention of disease .
OBJECTIVE	We seek to determine whether presentations created using the GOLE model are superior to an unstructured approach in achieving Accreditation Council for Graduate Medical Education ( ACGME ) Core Competencies .
METHODS	Consenting medical students were randomized to GOLE or control groups to individually research a self-selected clinical topic .
METHODS	A validated survey instrument was used prepresentation and postpresentation to assess perceived improvement in knowledge .
METHODS	Subjects completed self-evaluations at enrollment and after presentation of their chosen clinical topic .
METHODS	Other students , residents , and a faculty member also completed evaluations after each student presentation .
METHODS	Standard statistical methods ( analysis of variance , 2-tailed t test ) were used to determine if a statistically significant difference existed between intervention and control groups .
RESULTS	Self-assessments were similar in the GOLE and control groups .
RESULTS	Externally perceived presentation scores were greater in the GOLE group ( ACGME global P < .0001 , presentation global P = .07 ) , which demonstrated a significant improvement in 5 core competencies .
RESULTS	Time spent preparing the presentation and resources utilized did not differ between groups .
CONCLUSIONS	The presentations prepared using the GOLE model were rated higher by observers than those prepared using traditional techniques .

