Adaptation, psychometric properties, and implementation of the Mini‐CEX in dental clerkship

Véliz, Claudia; Fuentes-Cimma, Javiera; Fuentes‐López, Eduardo; Riquelme, Arnoldo

doi:10.1002/jdd.12462

Cited by 4 publications

(5 citation statements)

References 47 publications

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“…The high level of reproducibility achieved indicates its positive impact on participants' satisfaction. Factor analysis helped us understand the unidimensional nature of the Mini-CEX and select the right items for our clinical educators (Cook et al, 2010;Véliz et al, 2020). The confirmatory factor analysis showed Mini-CEX characteristics similar to previous studies by Cook et al (2010) and Berendonk et al (2018).…”

Section: Discussionsupporting

confidence: 67%

“…This distinction was made because the 7-point scale was better accepted and more familiar to our clinical educators and students. Because of that, the 7-point scale encouraged no interference with student grading (Fuentes-Cimma et al, 2020;Véliz et al, 2020). As for the R 2 of item 6, which was low and not significant, there is an explanation based on the data.…”

Section: Discussionmentioning

confidence: 90%

“…First, the literature has previously established a higher number of encounters, 6 or 8, needed to improve student performance using the Mini-CEX (Mortaz Hejri et al, 2020). Thus, more encounters would be necessary to show improvements for students with higher scores (Véliz et al, 2020). Second, the variability in clinical cases and the students' own knowledge levels may have contributed to the perception that some clinical cases were less challenging for students who achieved high scores early on.…”

Section: Discussionmentioning

confidence: 99%

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Utility analysis of an adapted Mini-CEX WebApp for clinical practice assessment in physiotherapy undergraduate students

Fuentes-Cimma¹,

Fuentes‐López²,

Isbej³

et al. 2023

Front. Educ.

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Clinical workplace-based learning is essential for undergraduate health professions, requiring adequate training and timely feedback. While the Mini-CEX is a well-known tool for workplace-based learning, its written paper assessment can be cumbersome in a clinical setting. We conducted a utility analysis to assess the effectiveness of an adapted Mini-CEX implemented as a mobile device WebApp for clinical practice assessment. We included 24 clinical teachers from 11 different clinical placements and 95 undergraduate physical therapy students. The adapted Mini-CEX was tailored to align with the learning outcomes of clinical practice requirements and made accessible through a WebApp for mobile devices. To ensure the validity of the content, we conducted a Delphi panel. Throughout the semester, the students were assessed four times while interacting with patients. We evaluated the utility of the adapted Mini-CEX based on validity, reliability, acceptability, cost, and educational impact. We performed factor analysis and assessed the psychometric properties of the adapted tool. Additionally, we conducted two focus groups and analyzed the themes from the discussions to explore acceptability and educational impact. The adapted Mini-CEX consisted of eight validated items. Our analysis revealed that the tool was unidimensional and exhibited acceptable reliability (0.78). The focus groups highlighted two main themes: improving learning assessment and the perceived impact on learning. Overall, the eight-item Mini-CEX WebApp proved to be a valid, acceptable, and reliable instrument for clinical practice assessment in workplace-based learning settings for undergraduate physiotherapy students. We anticipate that our adapted Mini-CEX WebApp can be easily implemented across various clinical courses and disciplines.

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Section: Discussionsupporting

confidence: 67%

Section: Discussionmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 99%

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Utility analysis of an adapted Mini-CEX WebApp for clinical practice assessment in physiotherapy undergraduate students

Fuentes-Cimma¹,

Fuentes‐López²,

Isbej³

et al. 2023

Front. Educ.

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“…Esta pauta ha sido usada tanto en pregrado como en posgrado alrededor del mundo (Norcini & Burch, 2007), tanto con propósitos formativos como sumativos (Weston & Smith, 2014). Mide el último eslabón de la pirámide de Miller, ya que evalúa cómo se realizan las habilidades clínicas en el lugar de trabajo (campo clínico) y ha sido aplicada por distintas profesionales de la salud en distintas partes del mundo (Bock et al, 2020;Johnson, Pelletier & Berkowitz, 2020;Mortaz Hejri et al, 2017;Olascoaga & Riquelme, 2019;Shrivastava, Chacko, Bhandary & Shrivastava, 2019;Soemantri, Dodds & McColl, 2018;Véliz, Fuentes-Cimma, Fuentes-López & Riquelme, 2020;Weston & Smith, 2014).…”

Section: Objetivosunclassified

Diseño, implementación y evaluación de la metodología en telepráctica en un curso de la carrera de medicina

Reyes¹,

Amenábar

Brea

et al. 2022

Cal Edu

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La crisis sanitaria por el virus SARS-CoV-2 ha afectado las actividades prácticas de los futuros médicos, y el distanciamiento social afectó significativamente la capacidad formadora de los campos clínicos. Esto hace necesario pensar nuevas formas de práctica clínica combinando la tecnología y estrategias educacionales. Este es un estudio cuasiexperimental randomizado con metodología mixta donde se diseñó, implementó y se evaluó una intervención de telepráctica (actividades prácticas usando medios digitales, donde los docentes con un alumno transmiten su atención a través de cámaras o dispositivos a otro grupo de alumnos que está en otro lugar físico). Se realizó en alumnos de cuarto año de Medicina. No hubo diferencias estadísticamente significativas al comparar el logro de objetivos de aprendizaje entre el grupo en telepráctica al compararlo con el grupo control (práctica tradicional). A pesar de que hay, en general, una buena satisfacción con la metodología, hay algunos aspectos por mejorar como son consideraciones técnicas del audio y video de la transmisión. Este estudio es el primero de su tipo en Chile que se realiza implementando una metodología de telepráctica comparándola con la metodología de docencia clínica tutorial tradicionalmente conocida, para la adquisición de habilidades clínicas en alumnos de pregrado de medicina.

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“…Mini-CEX has demonstrated its clinical utility and universality in medical student and resident training. [3][4][5] However, due to a lack of comprehensive and specialized knowledge on a single specific disease, its operationalization is currently limited. 6 Therefore, the original mini-CEX is frequently modified for use in specialized training fields.…”

Section: Introductionmentioning

confidence: 99%

A Pilot Study of Modified Mini-Clinical Evaluation Exercises (Mini-CEX) in Rotation Students in the Department of Endocrinology

He¹,

Su²,

Zhou³

et al. 2022

DMSO

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Background The mini-clinical evaluation exercise (mini-CEX) is an excellent tool for assessing the clinical abilities of medical students in intense clinical practice. In this study, the Mini-CEX was adapted to professional questionnaires for Diabetes Mellitus (DM), and examined in medical students completing their clerkship rotation in the department of endocrinology. Methods From January 2021 to January 2022, all rotating medical students at Shanghai Pudong Hospital completed two mini-CEX exams before and following their rotation under the supervision and guidance of six tutors. The mini-CEX form was modified in this study primarily for inpatient management based on our clinical experience and updated DM guidelines of the American Diabetes Association (ADA), the European Association for the Study of Diabetes (EASD), and the Chinese Diabetes Society (CDS). Each component of the mini-CEX assessment, including medical interviews, physical examination, clinical judgment, clinical management, and overall clinical competence was evaluated using a nine-item questionnaire. Results Our findings revealed that the second-round performance on the assessments significantly improved, as indicated by higher scores on each component. The Pearson association analysis revealed that the feedback time of the first examination was markedly associated with improved overall scores (r= 0.391, p<0.001). However, no correlations were discovered between patient age, gender, disease severity disparity, or the interval between examinations (p>0.05). Additional regression analysis revealed that the feedback time during the initial examination was the most significant contributor to the increased overall scores (β=0.391, p<0.001). Conclusion This newly designed mini-CEX form based on current ADA and EASD guidelines may assist trainees in more effectively diagnosing and managing DM in inpatients, particularly those with macrovascular, microvascular, or peripheral nerve neuropathy. This study aims to assess the efficacy of administering a modified mini-CEX form to rotating trainees participating in an endocrine clerkship.

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Adaptation, psychometric properties, and implementation of the Mini‐CEX in dental clerkship

Cited by 4 publications

References 47 publications

Utility analysis of an adapted Mini-CEX WebApp for clinical practice assessment in physiotherapy undergraduate students

Utility analysis of an adapted Mini-CEX WebApp for clinical practice assessment in physiotherapy undergraduate students

Diseño, implementación y evaluación de la metodología en telepráctica en un curso de la carrera de medicina

A Pilot Study of Modified Mini-Clinical Evaluation Exercises (Mini-CEX) in Rotation Students in the Department of Endocrinology

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