Evaluation of Mini Clinical Evaluation Exercise (Mini-CEX) for post-graduate students in Prosthodontics: Student and Faculty Perceptions

Deshpande, Saee; Pande, Neelam; Radke, Usha; Jaiswal, Priti; Rathi, Akhil; Sahni, Shraddha

doi:10.15694/mep.2018.0000014.1

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…The results for observation‐time (a 15‐minute median) and feedback‐duration (a 5‐minute median) were similar to those reported in the literature, where the observation time was 12.30‐46.5 minutes 10,43,44 and the feedback duration was 5.73–20 minutes 10,25,43,44 . The peer assessors had longer observation times than the supervisor assessors (30 and 10 minutes, respectively).…”

Section: Discussionsupporting

confidence: 86%

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

Véliz

Fuentes-Cimma

Fuentes‐López

et al. 2020

Journal of Dental Education

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Background Workplace‐based assessment is a key component of dental‐student clerkships, allowing students to demonstrate clinical proficiency. Purpose This study adapts the Mini‐Clinical Evaluation Exercise (Mini‐CEX) to a dentistry‐program clerkship, analyzing the results and examining the psychometric properties of Mini‐CEX. Methods First, Delphi panel methodology was used to ensure content validity. Mini‐CEX was then piloted in the dental‐clerkship program, with each student assessed by at least 2 supervisors and a peer student. Subsequently, psychometric properties, acceptability, and observation time were analyzed. Results The study was conducted between July and November 2019. Overall, 140 Mini‐CEX evaluation exercises were carried out on 30 students by 84 supervisors and 56 peers. The adapted instrument was found to be unidimensional, obtaining an acceptable internal consistency (α = 0.74). As the assessor type changed, there were differences in observation time; the medians (Q1–Q3) were 10 minutes (5–15) for supervisors and 30 minutes (20‐45) for peer students (P < 0.001). This difference was also observed in assessor perceptions (P < 0.001), with supervisors scoring a median of 6 (6–6.75) and peer students scoring a median of 7 (6–7). No differences were found between supervisor and peer scores. Conclusion The adapted version of Mini‐CEX can objectively assess the clinical performance of dental students, achieving validity and reliability values similar to those obtained in the original instrument.

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Section: Discussionsupporting

confidence: 86%

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

Véliz

Fuentes-Cimma

Fuentes‐López

et al. 2020

Journal of Dental Education

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“…The Mini-CEX does have limitations: time constraints secondary to high patient volumes and a limited time for patient interaction, and health system restrictions [7,8]. Despite these challenges, the Mini-CEX has proven its potential as a cost-effective way of giving students constructive feedback in a structured manner [9].…”

Section: Introductionmentioning

confidence: 99%

Feasibility and Effectiveness of Mini-Clinical Evaluation Exercise (Mini-CEX) in an Undergraduate Medical Program: A Study From Pakistan

Shafqat¹,

Tejani²,

Ali³

et al. 2022

Cureus

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BackgroundIn clinical settings, direct observation (DO) with feedback is an effective method to assess and improve learner performance. One tool used for DO is the mini-clinical evaluation exercise (Mini-CEX). We conducted a study to assess the effectiveness and feasibility of Mini-CEX for medical students at Aga Khan University, Karachi. MethodsUtilizing a purposive sampling technique, a total of 199 students in six core clerkships of Years 3 and 4 were selected for this study. Participating faculty underwent training workshops for use of Mini-CEX and feedback strategies. Each student was assessed twice by one faculty, using a modified version of the Mini-CEX, which assessed four domains of clinical skills: Data Gathering, Communication, Diagnosis/Differential, and Management Plan and Organization. Feedback was given after each encounter. Faculty and students also provided detailed feedback regarding the process of DO.Data were analyzed using Statistical Package for Social Sciences (SPSS) version 26 (IBM Corp., Armonk, NY, USA), with categorical variables arranged as frequencies and percentages. The Chi-squared test was used for further statistical analyses, and a P-value of < 0.05 was considered statistically significant. Effectiveness was assessed via a change in student performance between the first and second Mini-CEX, and feasibility was assessed via qualitative feedback. ResultsWe obtained three sets of results: Mini-CEX forms (523), from which we included a total 350 evaluations for analysis, 216 from Year 3 and 134 from Year 4, and feedback on DO: student (70) and faculty (18). Year 3 students performed significantly better in all foci of the Mini-CEX between the first and second assessment (P ≤ 0.001), whereas in Year 4, significant improvement was limited to only two domains of the Mini-CEX [Communication of History/Physical Examination (P = 0.040) and Diagnosis/Differential and Management Plan (P < 0.001)]. Students (65.7%) and faculty (94.4%) felt this exercise improved their interaction. 83.3% faculty recommended its formal implementation compared to 27.1% of students, who reported challenges in implementation of the Mini-CEX such as time constraints, logistics, the subjectivity of assessment, and varying interest by faculty. ConclusionDirect observation using Mini-CEX is effective in improving the clinical and diagnostic skills of medical students and strengthens student-faculty interaction. While challenges exist in its implementation, the strategic placement of Mini-CEX may enhance its utility in measuring student competency.

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“…This skill can also be evaluated by means of performance assessments (13,14). In most of the studies, trainees consider performance assessment as a positive experience in the evaluation process and state that receiving feedback is the most important component that leads to their learning (15,16). In the eld of dentistry, in various studies conducted on the application of performance assessment methods, performance assessment is considered an effective method in evaluating the clinical performance of trainees (3).…”

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confidence: 99%

Dentistry Faculty Members’ Lived Experiences of Obstacles in Institutionalizing Performance Assessments to Implement Professional Competency-Based Evaluation: A Qualitative Study

Bilan

Moghaddam

Hazrati

et al. 2021

Preprint

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Background Evaluation is one of the main components of the learning and teaching process, which indicates the achievement rate of educational goals and also quality of education. The objective of this study was to evaluate dentistry faculty members’ lived experiences of obstacles in institutionalizing performance assessments to implement professional competency-based evaluation as a qualitative study.Methods This study was conducted with a qualitative approach by using a semi-structured interview in a focus group discussion, in which the experiences of clinical dentistry faculty members regarding obstacles of using performance assessments and faculty members’ approaches to conducting professional competency-based evaluation were analyzed. The participants of the study were faculty members of the dentistry and medical education faculties. The purposive sampling technique was used and continued until reaching saturation. Five focus group discussions were conducted with 14 dentistry faculty members and three medical education faculty members. The data was analyzed by using thematic analysis.Results Analysis of interviews yielded 450 codes which were placed in three general categories of “current condition of clinical education”, “obstacles of implementing new evaluation methods”, and “requirements for effective evaluation of clinical skills”.Conclusions Based on the analysis of dentistry faculty members’ responses, creating changes by the faculty members appeared to be necessary. They are in fact moving towards creating changes in traditional evaluation methods. This change of paradigm requires support from the department and provision of infrastructures is deemed necessary. Also, in order to enhance motivation, spiritual support of the active faculty members should be taken into consideration and educational innovation should find its place in the promotion of faculty members.

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Evaluation of Mini Clinical Evaluation Exercise (Mini-CEX) for post-graduate students in Prosthodontics: Student and Faculty Perceptions

Cited by 4 publications

References 8 publications

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

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

Feasibility and Effectiveness of Mini-Clinical Evaluation Exercise (Mini-CEX) in an Undergraduate Medical Program: A Study From Pakistan

Dentistry Faculty Members’ Lived Experiences of Obstacles in Institutionalizing Performance Assessments to Implement Professional Competency-Based Evaluation: A Qualitative Study

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