Assessing the mini-Clinical Evaluation Exercise in comparison to a national specialty examination

Hatala, Rose; Ainslie, Martha; Kassen, Barry O.; Mackie, I C; Roberts, James M.

doi:10.1111/j.1365-2929.2006.02566.x

Cited by 68 publications

(65 citation statements)

References 11 publications

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“…10,15 The correlation between direct observation and other measures of competency such as written test scores, [16][17][18][19][20][21][22][23][24][25] OSCEs, or standardized patient assessments [18][19][20][21]25,26 has been studied in a number of specialties showing modest correlation supporting the validity of certain direct observation methods. Internal medicine has produced many studies of direct observation, the strongest of which is the miniclinical evaluation exercise (mini-CEX) assessment tool having robust evidence for its validity and reliability.…”

Section: Overview Of Assessment Methods Identifiedmentioning

confidence: 99%

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Takayesu

Kulstad

Wallenstein

et al. 2012

Academic Emergency Medicine

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There is an established expectation that physicians in training demonstrate competence in all aspects of clinical care prior to entering professional practice. Multiple methods have been used to assess competence in patient care, including direct observation, simulation-based assessments, objective structured clinical examinations (OSCEs), global faculty evaluations, 360-degree evaluations, portfolios, self-reflection, clinical performance metrics, and procedure logs. A thorough assessment of competence in patient care requires a mixture of methods, taking into account each method's costs, benefits, and current level of evidence. At the 2012 Academic Emergency Medicine (AEM) consensus conference on educational research, one breakout group reviewed and discussed the evidence supporting various methods of assessing patient care and defined a research agenda for the continued development of specific assessment methods based on current best practices. In this article, the authors review each method's supporting reliability and validity evidence and make specific recommendations for future educational research.ACADEMIC EMERGENCY MEDICINE 2012; 19:1379-1389 by the Society for Academic Emergency Medicine I n 2001, the Accreditation Council for Graduate Medical Education (ACGME) introduced a timeline for the implementation of training and assessment in six core competencies that form the foundation of clinical competence. Introduced in 1996, the Canadian CanMEDS manager competency correlates to the AC-GME patient care competency, broadly defined as "the active engagement in decision-making in the operation of the healthcare system."1 The patient care competency for emergency medicine (EM) has been defined by a previous Academic Emergency Medicine (AEM) consensus conference, 2 now further elaborated on by the milestones in training, 3 as being able to efficiently gather and synthesize medical and diagnostic information, prioritize tasks, and implement management plans on multiple patients, as well as performing essential invasive procedures competently.There is an explicit expectation that physicians in training demonstrate competence in various aspects of clinical care prior to graduation and professional practice. 4 While this accountability falls squarely on the shoulders of residency training programs, it is mirrored by commensurate expectations of maintenance of competency during ongoing professional practice.The goals of the 2012 AEM consensus conference patient care working group were to describe the current state of evidence for assessment of competence in patient care and define a research agenda for the further development of specific assessment methods based on current best practices. METHODSA search was conducted using MEDLINE 1996-present using the key word search terms "assessment," "patient care," "competency," "competence," "assess*," "emergency," and "education" and limited to humans and English language [boolean search: ((assessment and patient care AND (competency or competence)) OR (assess* a...

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Section: Overview Of Assessment Methods Identifiedmentioning

confidence: 99%

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Takayesu

Kulstad

Wallenstein

et al. 2012

Academic Emergency Medicine

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“…In this study we focus on the mini-CEX because it is one of the most widely studied and used workplace-based assessment tools because it has been found to be a valuable tool to assess actual clinical performance with real patients in the workplace. [8][9][10][11][12][13][14][15] The mini-CEX is designed to evaluate the student's history taking skills, examination skills, clinical M A N U S C R I P T…”

Section: Introductionmentioning

confidence: 99%

The mini Clinical Evaluation Exercise (mini-CEX) in a pre-registration osteopathy program: Exploring aspects of its validity

Vaughan

Moore

2016

International Journal of Osteopathic Medicine

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Workplace-based assessment is commonplace, particularly in medicine. These assessments typically involve the assessment of a student conducting a consultation, or part thereof, on a real patient in an authentic clinical practice setting. In disciplines such as medicine substantial work has been directed towards the evaluation of the processes and tools used to perform these assessments and understand their educational impact. At present, there is little literature on the tools used for workplace-based assessment in osteopathy yet they form a picture of the student's capability. The current study presents data from a new workplace-based assessment tool for osteopathy, the mini Clinical Examination (mini-CEX) and is used to inform the implementation of the mini-CEX more broadly. Data presented here suggest the mini-CEX in this cohort is feasible, efficient, acceptable to stakeholders, internally consistent, and can differentiate between students at different stages of an osteopathic teaching program. Further research into the use of the mini-CEX in osteopathy is required, particularly focusing on educational impact, the reliability of the tool and its generalisability to clinical learning environments in other osteopathy teaching institutions.

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“…Este enfoque puede reducir de seis a tres el número de evaluadores para alcanzar un coefi ciente de generalización igual o superior a 0,7. En lo que se refi ere a la validez, los valores del mini-CEX se correlacionan con los resultados de un examen escrito [6] y con los resultados de los exámenes orales del Royal College of Physicians and Surgeons de Canadá [15]. Por su parte, Al Ansari et al [16] analizaron la validez de constructo y de criterio del mini-CEX en 11 estudios que incluían datos empíricos de estas propiedades: ocho de ellos se referían a estudiantes posgraduados, y los otros tres, a estudiantes de medicina [17][18][19].…”

Section: Ferenchick Et Al [43]unclassified

La utilización del Mini Clinical Evaluation Exercise (mini-CEX) en estudiantes de medicina

et al. 2015

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La historia del Mini Clinical Evaluation Exercise(mini-CEX) empieza a principios de los años setenta, cuando la American Board of Internal Medicine (ABIM) estaba buscando una alternativa a las tradicionales evaluaciones orales de los residentes [1], como consecuencia de los problemas logísticos y de las limitadas propiedades psicométricas de este tipo de evaluaciones. La ABIM organizó un grupo de La utilización del Mini Clinical Evaluation Exercise (mini-CEX) en estudiantes de medicinaJosep E. Baños, Carmen Gomar-Sancho, Elena Guardiola, Jordi Palés-ArgullósResumen. En los últimos años se recomienda el uso de instrumentos que evalúen la adquisición de habilidades clínicas en el contexto de la práctica clínica. Entre los instrumentos más recomendados se encuentra el Mini Clinical Evaluation Exercise (mini-CEX), desarrollado inicialmente para la evaluación de médicos residentes, y que ha demostrado una buena fi abilidad y validez. Aunque se ha utilizado en estudiantes de medicina, no se dispone de un análisis completo de la experiencia acumulada. Para la presente revisión se realizó en septiembre de 2014 la búsqueda de los artículos indizados en Medline, Embase, Biosis Previews y Current Contents. Se seleccionaron aquellos artículos que incluían los términos 'mini clinical evaluation exercise', 'mini-CEX' o 'mcex'. Tras la eliminación de los duplicados se obtuvo un total de 168 artículos. Se revisaron los que se referían al uso del mini-CEX en estudiantes de medicina (n = 34) y se analizaron a fondo aquellos que contenían datos empíricos (n = 21). Los estudios llevados a cabo en estudiantes de medicina confi rman que el mini-CEX es un instrumento útil y factible para evaluar las habilidades clínicas de los estudiantes de medicina y que posee propiedades psicométricas adecuadas en términos de validez y fi abilidad. Asimismo, es bien aceptado por estudiantes y tutores y puede ser usado tanto con fi nalidades formativas como sumativas. La importancia de dar un feedback adecuado y la concordancia de las puntuaciones de los tutores son los puntos más críticos en la implementación del mini-CEX en estudiantes de grado. Competing interests:None declared. © 2015 FEM Use of Mini Clinical Evaluation Exercise (mini-CEX) in medical studentsSummary. In recent years the use of work-based assessments has been increasingly recommended to evaluate clinical skills, as they allow for the evaluation of performance in the context of clinical practice. Among these tools, one of the most recommended is the Mini Clinical Evaluation Exercise (mini-CEX). This method was developed to be used in physicians-in-training and has good reliability and validity properties. Even when mini-CEX has also been used in medical students, a review of its value in undergraduates is lacking. This review is mainly based on a search of the articles indexed in Medline, Embase, Biosis Previews or Current Contents databases in September 2014. References were selected for articles which included the following terms: 'mini clinical evaluation exercise', 'mini-CEX'...

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Assessing the mini-Clinical Evaluation Exercise in comparison to a national specialty examination

Abstract: By examining multiple sources of validity evidence, this study suggests that the mini-CEX provides a reliable and valid assessment of clinical competence for PGY-4 trainees in internal medicine.

Cited by 68 publications

References 11 publications

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance

The mini Clinical Evaluation Exercise (mini-CEX) in a pre-registration osteopathy program: Exploring aspects of its validity

La utilización del Mini Clinical Evaluation Exercise (mini-CEX) en estudiantes de medicina

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