Read by QxMD icon Read


Damian J Castanelli, Tanisha Jowsey, Yan Chen, Jennifer M Weller
INTRODUCTION: Workplace-based assessment is integral to programmatic assessment in a competency-based curriculum. In 2013, one such assessment, a mini-Clinical Evaluation Exercise (mini-CEX) with a novel "entrustability scale", became compulsory for over 1,200 Australia and New Zealand College of Anaesthetists (ANZCA) trainees. We explored trainees' and supervisors' understanding of the mini-CEX, their experience with the assessment, and their perceptions of its influence on learning and supervision...
September 23, 2016: Canadian Journal of Anaesthesia, Journal Canadien D'anesthésie
Andrea Gingerich, Susan E Ramlo, Cees P M van der Vleuten, Kevin W Eva, Glenn Regehr
Whenever multiple observers provide ratings, even of the same performance, inter-rater variation is prevalent. The resulting 'idiosyncratic rater variance' is considered to be unusable error of measurement in psychometric models and is a threat to the defensibility of our assessments. Prior studies of inter-rater variation in clinical assessments have used open response formats to gather raters' comments and justifications. This design choice allows participants to use idiosyncratic response styles that could result in a distorted representation of the underlying rater cognition and skew subsequent analyses...
September 20, 2016: Advances in Health Sciences Education: Theory and Practice
Barry Jubraj, Sheena Patel, Iram Naseem, Samantha Copp, Dimitrios Karagkounis
BACKGROUND: The Acute Care Assessment Tool (ACAT) was developed as a workplace-based assessment (WPBA) for trainee performance whilst working in acute medicine. Here, we discuss the multi-professional potential of ACAT through a pilot with foundation and senior hospital pharmacists. CONTEXT: The pharmacy profession is engaging meaningfully with foundation training for pharmacists akin to doctor foundation training, and has launched a post-foundation recognition scheme as a route to advanced generalist or specialist practice...
September 14, 2016: Clinical Teacher
Balakrishnan Kichu R Nair, Joyce Mw Moonen-van Loon, Mulavana S Parvathy, Cees Pm van der Vleuten
OBJECTIVE: The fitness to practise of international medical graduates (IMGs) is usually evaluated with standardised assessment tests. Practising doctors should, however, be assessed on their performance rather than their competency, for which reason workplace-based assessment (WBA) has gained increasing attention. Our aim was to assess the composite reliability of WBA instruments for assessing the performance of IMGs. DESIGN AND SETTING: Between June 2010 and April 2015, 142 IMGs were assessed by 99 calibrated assessors; each cohort was assessed at their workplace over 6 months...
September 5, 2016: Medical Journal of Australia
Manisha Gohel, Uday Shankar Singh, Dinesh Bhanderi, Ajay Phatak
BACKGROUND: Practical and clinical skills teaching should constitute a core part of the postgraduate curriculum of Community Medicine. The clinicosocial case study is a method to enhance learners' skills but there is no generally accepted organized system of formative assessment and structured feedback to guide students. A new tool based on the principles of mini-Clinical Evaluation Exercise (mini CEX) was developed and pilot tested as a 'clinicosocial case study' assessment of community medicine residents with feedback as a core component...
May 2016: Education for Health: Change in Training & Practice
Fariba Haghani, Mohammad Hatef Khorami, Mohammad Fakhari
INTRODUCTION: Feedback cards are recommended as a feasible tool for structured written feedback delivery in clinical education while effectiveness of this tool on the medical students' performance is still questionable.  The purpose of this study was to compare the effects of structured written feedback by cards as well as verbal feedback versus verbal feedback alone on the clinical performance of medical students at the Mini Clinical Evaluation Exercise (Mini-CEX) test in an outpatient clinic...
July 2016: Journal of Advances in Medical Education & Professionalism
Sarang Kim, Laura R Willett, Helaine Noveck, Manish S Patel, John A Walker, Carol A Terregino
PROBLEM: Direct observation of medical students performing clinical tasks, such as eliciting a patient history or examining a patient, and the provision of feedback, are foundational to student improvement but have been reported to occur infrequently. The mini clinical evaluation exercise (mini-CEX) is a tool that can facilitate direct observation and feedback. This study assessed the impact of a mini-CEX requirement across all 3rd-year clerkships on student report of direct observation by faculty and objectively measured clinical skills...
May 4, 2016: Teaching and Learning in Medicine
Yu-Che Chang, Ching-Hsing Lee, Chien-Kuang Chen, Chien-Hung Liao, Chip-Jin Ng, Jih-Chang Chen, Chung-Hsien Chaou
The mini-clinical evaluation exercise (mini-CEX) is a well-established method of assessing trainees' clinical competence in the workplace. In order to improve the quality of clinical learning, factors that influence the provision of feedback are worthy of further investigation. A retrospective data analysis of documented feedback provided by assessors using the mini-CEX in a busy emergency department (ED) was conducted. The assessors comprised emergency physicians (EPs) and trauma surgeons. The trainees were all postgraduate year one (PGY1) residents...
April 25, 2016: Advances in Health Sciences Education: Theory and Practice
Tony Foley, Elaine Walsh, Catherine Sweeney, Mark James, Bridget Maher, Siún O'Flynn
No abstract text is available yet for this article.
November 2015: Education for Primary Care
Luke A Seaburg, Amy T Wang, Colin P West, Darcy A Reed, Andrew J Halvorsen, Gregory Engstler, Amy S Oxentenko, Thomas J Beckman
BACKGROUND: Both research and clinical medicine requires similar attributes of efficiency, diligence and effective teamwork. Furthermore, residents must succeed at scholarship and patient care to be competitive for fellowship training. It is unknown whether research productivity among residents is related to broad measures of clinical achievement. Our goal was to examine associations between the quantity of internal medicine residents' publications and validated measures of their knowledge, skills and multi-source evaluations of performance...
2016: BMC Medical Education
Anja Rogausch, Christine Beyeler, Stephanie Montagne, Patrick Jucker-Kupper, Christoph Berendonk, Sören Huwendiek, Armin Gemperli, Wolfgang Himmel
BACKGROUND: In contrast to objective structured clinical examinations (OSCEs), mini-clinical evaluation exercises (mini-CEXs) take place at the clinical workplace. As both mini-CEXs and OSCEs assess clinical skills, but within different contexts, this study aims at analyzing to which degree students' mini-CEX scores can be predicted by their recent OSCE scores and/or context characteristics. METHODS: Medical students participated in an end of Year 3 OSCE and in 11 mini-CEXs during 5 different clerkships of Year 4...
2015: BMC Medical Education
Atul Goel, Tejinder Singh
BACKGROUND: Mini Clinical Evaluation Exercise (Mini-CEX), have been an underutilized tool for the formative assessment in India. Not many studies have been done in India to examine its feasibility and acceptability in residency programs of most clinical subjects. AIM: To assess the feasibility and acceptability of Mini-CEX in different pediatric clinical settings and to know if it helped the residents with improved learning. METHODS: Pediatric residents were regularly evaluated with Mini-CEX over a period of 1 year by standard methodology...
August 2015: International Journal of Applied and Basic Medical Research
Jennifer R Kogan, Lisa N Conforti, Elizabeth Bernabeo, William Iobst, Eric Holmboe
CONTEXT: Direct observation of clinical skills is a common approach in workplace-based assessment (WBA). Despite widespread use of the mini-clinical evaluation exercise (mini-CEX), faculty development efforts are typically required to improve assessment quality. Little consensus exists regarding the most effective training methods, and few studies explore faculty members' reactions to rater training. OBJECTIVES: This study was conducted to qualitatively explore the experiences of faculty staff with two rater training approaches - performance dimension training (PDT) and a modified approach to frame of reference training (FoRT) - to elucidate how such faculty development can be optimally designed...
July 2015: Medical Education
Harold G J Bok, Debbie A D C Jaarsma, Annemarie Spruijt, Peter Van Beukelen, Cees P M Van Der Vleuten, Pim W Teunissen
CONTEXT: Narrative feedback documented in performance evaluations by the teacher, i.e. the clinical supervisor, is generally accepted to be essential for workplace learning. Many studies have examined factors of influence on the usage of mini-clinical evaluation exercise (mini-CEX) instruments and provision of feedback, but little is known about how these factors influence teachers' feedback-giving behaviour. In this study, we investigated teachers' use of mini-CEX in performance evaluations to provide narrative feedback in undergraduate clinical training...
2016: Medical Teacher
Rohit Behere
BACKGROUND: Some assessment methods of clinical learners have limitations so that students might not reflect their performance in actual clinical situations. Educational research has so far not yielded a single 'gold-standard' performance assessment tool. Mini-CEX (clinical evaluation exercise) is an instrument intended for work-based assessment of actual clinical performance, including a range of skills like communication and humanistic qualities. It involves direct observation of real patient encounters followed by one-on-one structured feedback sessions between assessors and the trainees...
September 2014: Education for Health: Change in Training & Practice
Stephen Gauthier, Rodrigo Cavalcanti, Jeannette Goguen, Matthew Sibbald
OBJECTIVE: Using the theory of deliberate practice, a key component of Ericsson's theory of expertise development, this study aims to evaluate the quality of written feedback given to learners. METHODS: The authors created a feedback scoring system based on the key elements of deliberate practice and used it to assess the quality of written feedback provided to residents in 205 mini-CEX encounter forms. Scores were assigned to each feedback entry for identification of the following: Task, performance gap and action plan...
2015: Medical Teacher
Mary R Hawthorne, Katherine C Chretien, Dario Torre, Shobhina G Chheda
BACKGROUND: Many different components factor into the final grade assigned for the internal medicine clerkship. Failure of one or more of these requires consideration of remedial measures. PURPOSE: To determine which assessment components are used to assign students a passing grade for the clerkship and what remediation measures are required when students do not pass a component. METHODS: A national cross-sectional survey of Clerkship Directors in Internal Medicine (CDIM) institutional members was conducted in April 2011...
2014: Medical Education Online
Kerry A Milner, Sherylyn M Watson, Julie G Stewart, Susan DeNisco
No abstract text is available yet for this article.
December 2014: Journal of Nursing Education
Andrea Gingerich, Cees P M van der Vleuten, Kevin W Eva, Glenn Regehr
PURPOSE: Social judgment research suggests that rater unreliability in performance assessments arises from raters' differing inferences about the performer and the underlying reasons for the performance observed. These varying social judgments are not entirely idiosyncratic but, rather, tend to partition into a finite number of distinct subgroups, suggesting some "signal" in the "noise" of interrater variability. The authors investigated the proportion of variance in Mini-CEX ratings attributable to such partitions of raters' social judgments about residents...
November 2014: Academic Medicine: Journal of the Association of American Medical Colleges
Stephanie Montagne, Anja Rogausch, Armin Gemperli, Christoph Berendonk, Patrick Jucker-Kupper, Christine Beyeler
OBJECTIVES: The generation of learning goals (LGs) that are aligned with learning needs (LNs) is one of the main purposes of formative workplace-based assessment. In this study, we aimed to analyse how often trainer-student pairs identified corresponding LNs in mini-clinical evaluation exercise (mini-CEX) encounters and to what degree these LNs aligned with recorded LGs, taking into account the social environment (e.g. clinic size) in which the mini-CEX was conducted. METHODS: Retrospective analyses of adapted mini-CEX forms (trainers' and students' assessments) completed by all Year 4 medical students during clerkships were performed...
October 2014: Medical Education
Fetch more papers »
Fetching more papers... Fetching...
Read by QxMD. Sign in or create an account to discover new knowledge that matter to you.
Remove bar
Read by QxMD icon Read

Search Tips

Use Boolean operators: AND/OR

diabetic AND foot
diabetes OR diabetic

Exclude a word using the 'minus' sign

Virchow -triad

Use Parentheses

water AND (cup OR glass)

Add an asterisk (*) at end of a word to include word stems

Neuro* will search for Neurology, Neuroscientist, Neurological, and so on

Use quotes to search for an exact phrase

"primary prevention of cancer"
(heart or cardiac or cardio*) AND arrest -"American Heart Association"