Implementation of a Mini-Clinical Evaluation Exercise (Mini-CEX) program to assess the clinical competence of postgraduate trainees in Pediatrics

Khalil, Sumaira; Aggarwal, Anshul; Mishra, Devendra

doi:10.1007/s13312-017-1089-z

Cited by 17 publications

(17 citation statements)

References 11 publications

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“…However, the effect size in medical education was less as compared to general education, possibly related to complexity of tasks. To be effective, feedback has to be based on direct observation of the learner -using tools like Objective Structured Clinical Examination (OSCE), Direct Observation of Procedural Skills (DOPS) and Mini-Clinical Evaluation Exercise (mini-CEX) [3][4][5]. The Hattie and Timperley review also brought into focus the 'type' of feedback and its influence on achievement.…”

Section: Influence Of Feedback On Learningmentioning

confidence: 99%

Influence of Feedback on Learning

Kukreja

Singh

2019

Indian Pediatr

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Section: Influence Of Feedback On Learningmentioning

confidence: 99%

Influence of Feedback on Learning

Kukreja

Singh

2019

Indian Pediatr

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“…Se espera que los estudiantes sean evaluados varias veces con diferentes pacientes y por diferentes profesores, durante el período de entrenamiento. Norcini, et al, y Holmboe, et al [62,64], encontraron que, aproximadamente, cuatro encuentros son suficientes para alcanzar el intervalo de confianza del 95 % con respecto a la evaluación y que ha demostrado ser una herramienta efectiva y con buena observancia [65] en la evaluación en el pregrado de medicina [66][67][68][69][70], a pesar de que es una herramienta de evaluación diseñada para el posgrado [71][72][73][74][75].…”

Section: Miniejercicio De Evaluación Clínicaunclassified

Evaluación de competencias clínicas en los contextos médicos curriculares actuales

Castro-Rebolledo¹

2018

Rev. salud. bosque.

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<p class="Pa8">La introducción de los nuevos modelos curriculares en la enseñanza de la medicina en todos sus niveles, ha traído consigo grandes cambios que han llevado a la consolidación de nuevas formas de enseñar y de evaluar. En el aprendizaje basado en competencias las evaluaciones únicas ya no son prácticas, por lo que hay una exigencia de distintas aproximaciones a los conocimientos y al quehacer del estudiante en su proceso formativo.</p><p>En esta revisión se busca hacer una síntesis de las herramientas de evaluación de competencias clínicas más difundidas a nivel mundial. Se presentan las diferentes aproximaciones a la dura tarea de consolidar un cuerpo integrado de distintos puntos de vista, que permitan al docente y a las instituciones conocer qué tanto se acercan los estudiantes al perfil establecido por cada una de ellas y cómo están preparando a los profesionales que exige esta época.</p>

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“…2,[4][5][6][7] Moreover, Mini-CEX is a valid and reliable structured formative assessment tool that lasts 15-20 minutes and enables an examiner to directly observe and assess a student while he/ she performs skills according to set criteria. 1,2,[8][9][10] With recent trends towards an outcome-based medical education, it is imperative to have means of formative workplace-based assessment that continually ensures student learning and development for patient safety. 4,11,12 Literature reviewed regarded Mini-CEX as a valuable means for identifying learning gaps, observation of learning needs by faculty, and inculcating motivation for engagement in appropriate activities.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of an implemented Mini-CEX program for workplace-based assessment at Rehman Medical College, Peshawar, Khyber Pakhtunkhwa.

Shah

Qayum

Bilal

et al. 2021

TPMJ

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Objective: To evaluate the feasibility and acceptability of Mini-CEX as a formative WPBA tool at Rehman Medical College. To compare the annual exam short case scores of students with their internal Mini-CEX scores. Study design: Cross Sectional study. Setting: Rehman Medical College, Peshawar. Period: January to February 2016. Material & Methods: Mini-CEX was implemented for the first time in a medical college of Khyber Pakhtunkhwa after training of faculty & students on simulators. 100 MBBS students of Final Professional were included in the study through universal sampling. Completed Mini-CEX forms were collected weekly by Department of Medical Education (DME), and data entered in an Excel file. Mini-CEX scores of graduates were reviewed, compared and correlated with Khyber Medical University (KMU) practical exam scores in the same subjects for short cases. Results: 84 students were selected after data cleaning. Total required Mini-CEX were, 2338, submitted were 2563 with maximum mean submission/student of 5.32 in Obs/Gyn against a required mean of 3.32 (n=83, total rotation period = 04 weeks). The minimum requirement was 01 Mini-CEX/week. Total mean submission for all clinical disciplines was 7.67/student against a required mean of 6.27/student, showing ease and feasibility in implementation and student compliance. Significant correlation with KMU annual examination scores was observed only for Surgery (p=0.04). The correlation was insignificant for the other 03 disciplines of Medicine, Pediatrics and obstetrics and Gynecology with p >0.05. Conclusion: Mini-CEX implementation is feasible and acceptable tool for formative WPBA in undergraduate clinical training. The student performance in Mini-CEX does not has a major effect on their annual exams scores.

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Implementation of a Mini-Clinical Evaluation Exercise (Mini-CEX) program to assess the clinical competence of postgraduate trainees in Pediatrics

Abstract: The involved faculty and residents had high satisfaction levels with mini-CEX evaluation. Mini-CEX has a potential to be incorporated in the formative evaluation of postgraduate pediatric students as part of the workplace-based assessment.

Cited by 17 publications

References 11 publications

Influence of Feedback on Learning

Influence of Feedback on Learning

Evaluación de competencias clínicas en los contextos médicos curriculares actuales

Evaluation of an implemented Mini-CEX program for workplace-based assessment at Rehman Medical College, Peshawar, Khyber Pakhtunkhwa.

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