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Eleanor Evans, Chania Lambrinudi
No abstract text is available yet for this article.
March 7, 2018: Medical Teacher
Surekha Ramrao Rathod, Abhay Kolte, Tony Shori, Vishal Kher
Introduction: Mini-clinical examination (mini-CEX) is a new assessment tool that observes the student using a standard rating form. The aim of this study was to evaluate the feasibility and usefulness of the mini-CEX as an assessment and feedback tool in the postgraduate setting in periodontology. Materials and Methods: Eight postgraduate students and two evaluators were included in this study carried out for 4 months during which the students were made to appear for four encounters evaluated on a standardized nine-point Likert scale...
September 2017: Journal of Indian Society of Periodontology
Sarika Gupta, Monika Sharma, Tejinder Singh
Background: The mini-clinical evaluation exercise (Mini-CEX) is a valid and reliable tool that facilitates the assessment of skills essential for a physician and provision of immediate feedback. Aims: This study aimed to assess the acceptability and feasibility of Mini-CEX as a learning tool for pediatric residents. Materials and Methods: Following the sensitization with the concept of Mini-CEX, the actual process of assessment of residents was done using the "standardized American Board of Internal Medicine Mini-CEX evaluation form...
December 2017: International Journal of Applied and Basic Medical Research
Susan Humphrey-Murto, Mylène Côté, Debra Pugh, Timothy J Wood
Construct: The purpose of this study was to provide validity evidence for the mini-clinical evaluation exercise (mini-CEX) as an assessment tool for clinical skills in the workplace. BACKGROUND: Previous research has demonstrated validity evidence for the mini-CEX, but most studies were carried out in internal medicine or single disciplines, therefore limiting generalizability of the findings. If the mini-CEX is to be used in multidisciplinary contexts, then validity evidence should be gathered in similar settings...
December 14, 2017: Teaching and Learning in Medicine
Jonathan P B Berz, Teresa Cheng, Lisa M Quintiliani
BACKGROUND: With milestones-based assessment, there is an increased need for tools to facilitate direct observation of clinical trainees. This study was designed to compare a Mini-CEX tool to new direct observation tools (DOTs) linked to internal medicine milestones. METHODS: A web based survey was used to examine satisfaction and usefulness of DOTs compared to the Mini-CEX. Residents and preceptors were surveyed three times over 6 months with half serving as control (using mini-CEX) compared to those using the DOTs...
December 4, 2017: BMC Medical Education
Andrea C Lörwald, Felicitas-Maria Lahner, Robert Greif, Christoph Berendonk, John Norcini, Sören Huwendiek
INTRODUCTION: The educational impact of Mini-CEX and DOPS varies greatly and can be influenced by several factors. However, there is no comprehensive analysis and synthesis of the described influencing factors. METHODS: To fill this gap, we chose a two-step approach. First, we performed a systematic literature review and selected articles describing influencing factors on the educational impact of Mini-CEX and DOPS. Second, we performed a qualitative synthesis of these factors...
November 30, 2017: Medical Teacher
P Pottier, F Cohen Aubart, O Steichen, M Desprets, M Pha, A Espitia, S Georgin-Lavialle, A Morel, J B Hardouin
INTRODUCTION: The revision of the French medical studies' third cycle ought to be competency-based. In internal medicine, theoretical and practical knowledge will be assessed online with e-learning and e-portfolio. In parallel, a reflection about clinical skills assessment forms is currently ongoing. In this context, our aim was to assess the reproducibility and validity of two assessment forms based on direct clinical observation. METHOD: A prospective and multicentric study has been conducted from November 2015 to October 2016 aiming at evaluating the French translations of the MINI-Clinical Examination Exercice (MINI-CEX) and the Standardized Patient Satisfaction Questionnaire (SPSQ)...
November 17, 2017: La Revue de Médecine Interne
Balakrishnan Kichu R Nair, Joyce Mw Moonen-van Loon, Mulavana Parvathy, Brian C Jolly, Cees Pm van der Vleuten
OBJECTIVE: The fitness to practise of international medical graduates (IMGs) is usually evaluated with standardised assessment tests. The performance rather than the competency of practising doctors should, however, be assessed, for which reason workplace-based assessment (WBA) has gained increasing attention. Our aim was to assess the composite reliability of WBA instruments for assessing IMGs. DESIGN AND SETTING: Between June 2010 and April 2015, 142 IMGs were assessed by 99 calibrated assessors; each was assessed in the workplace over 6 months...
November 20, 2017: Medical Journal of Australia
Sara Mortaz Hejri, Mohammad Jalili, Mandana Shirazi, Rasoul Masoomi, Saharnaz Nedjat, John Norcini
BACKGROUND: One of the most frequently used assessment tools that measure the trainees' performance in workplace is the mini-Clinical Evaluation Exercise (mini-CEX), in which an expert observes and rates the actual performance of trainees. Several primary studies have evaluated the effectiveness of mini-CEX by assessing its educational and psychometric properties. The objective of this BEME review is to explore, analyze, and synthesize the evidence considering the utility of the mini-CEX for assessing undergraduate and postgraduate medical trainees...
July 18, 2017: Systematic Reviews
Lubberta H de Jong, Robert P Favier, Cees P M van der Vleuten, Harold G J Bok
In medical education, students are increasingly regarded as active seekers of feedback rather than passive recipients. Previous research showed that in the intentions of students to seek feedback, a learning and performance goal can be distinguished. In this study, we investigated the intentions (defined as level and orientation of motivation) of different performing students (low, average, and high performing students) to seek feedback in the clinical workplace using Self-Determination Theory. We conducted a quantitative study with students in their clinical clerkships and grouped them based on their performance...
September 2017: Medical Teacher
M K Joshi, T Singh, D K Badyal
BACKGROUND: Despite an increasing emphasis on workplace-based assessment (WPBA) during medical training, the existing assessment system largely relies on summative assessment while formative assessment is less valued. Various tools have been described for WPBA, mini-clinical evaluation exercise (mini-CEX) being one of them. Mini-CEX is well accepted in Western countries, however, reports of its use in India are scarce. We conducted this study to assess acceptability and feasibility of mini-CEX as a formative assessment tool for WPBA of surgical postgraduate students in an Indian setting...
April 2017: Journal of Postgraduate Medicine
Sumaira Khalil, Anurag Aggarwal, Devendra Mishra
OBJECTIVE: To implement Mini-CEX, a Workplace-based assessment tool, for formative assessment of clinical skills of final year pediatric post-graduate residents. METHODS: All final-year postgraduate residents at the Department of Pediatrics of a public medical college in India underwent mini-CEX assessment by rotation among six faculty members. Outcome was assessed by an anonymous questionnaire-based feedback from the participating students and faculty members, collected after the completion of all the mini-CEX encounters...
April 15, 2017: Indian Pediatrics
Elaine Walsh, Tony Foley, Carol Sinnott, Siobhan Boyle, W Henry Smithson
No abstract text is available yet for this article.
January 23, 2017: Education for Primary Care
J M Weller, D J Castanelli, Y Chen, B Jolly
BACKGROUND: Workplace-based assessments should provide a reliable measure of trainee performance, but have met with mixed success. We proposed that using an entrustability scale, where supervisors scored trainees on the level of supervision required for the case would improve the utility of compulsory mini-clinical evaluation exercise (CEX) assessments in a large anaesthesia training program. METHODS: We analysed mini-CEX scores from all Australian and New Zealand College of Anaesthetists trainees submitted to an online database over a 12-month period...
February 2017: British Journal of Anaesthesia
Victor Lee, Keira Brain, Jenepher Martin
PURPOSE: At present, little is known about how mini-clinical evaluation exercise (mini-CEX) raters translate their observations into judgments and ratings. The authors of this systematic literature review aim both to identify the factors influencing mini-CEX rater judgments in the medical education setting and to translate these findings into practical implications for clinician assessors. METHOD: The authors searched for internal and external factors influencing mini-CEX rater judgments in the medical education setting from 1980 to 2015 using the Ovid MEDLINE, PsycINFO, ERIC, PubMed, and Scopus databases...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
Sulistiawati Sudarso, Gandes Retno Rahayu, Yoyo Suhoyo
Objective: This study was aimed to explore students' learning response toward feedback during mini-CEX encounter. Methods: This study used a phenomenological approach to identify the students' experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim...
December 19, 2016: International Journal of Medical Education
Keri Moore, Brett Vaughan
BACKGROUND: The article describes the use of the mini clinical examination (mini-CEX) in a pilot study to introduce peer assessment in one allied health programme to explore students' capacity as clinical educators. Preparing today's pre-professional health students to be clinical educators by engaging them in peer teaching, learning and assessment may encourage them to become tomorrow's clinical educators. CONTEXT: Peer assessment is common among many undergraduate medical and allied health programmes, and is typically used as a means of providing students with feedback on their clinical skill development...
November 22, 2016: Clinical Teacher
Ama Boker
BACKGROUND: The anesthesia training program of the Saudi Commission for health specialties has introduced a developed competency-based anesthesia residency program starting from 2015 with the utilization of the workplace-based assessment (WBA) tools, namely mini-clinical exercises (mini-CEX), direct observation of procedural skills (DOPS), and case-based discussion (CBD). OBJECTIVES: This work aimed to describe the process of development of anesthesia-specific list of mini-CEX, DOPS, and CBD tools within the Saudi Arabian Anesthesia Training Programs...
October 2016: Saudi Journal of Anaesthesia
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...
December 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...
October 2017: Advances in Health Sciences Education: Theory and Practice
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