Internal structure of mini-CEX scores for internal medicine residents: factor analysis and generalizability

Cook, David A.; Beckman, Thomas J.; Mandrekar, Jayawant N.; Pankratz, V. Shane

doi:10.1007/s10459-010-9224-9

Cited by 69 publications

(57 citation statements)

References 33 publications

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“…16 Further work has also suggested that examiners are a substantial source of variance in mini-CEX scores 17 and this reinforces the need for multiple, and different, examiners to assess a single student. 18 The use of multiple examiners and multiple patient encounters contributes to the reliability of the mini-CEX, 11,13,19,20 particularly with one assessor per encounter and different assessors for each encounter. 19 There are varying reports as to the number of encounters required to obtain a reliable result.…”

Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 99%

“…19 There are varying reports as to the number of encounters required to obtain a reliable result. Authors have reported between that 6 to 15 encounters are required 8,[19][20][21][22][23][24] and this number appears to be feasible in different training settings. 25 As far as usability is concerned, the mini-CEX has been reported to be easily implemented into day-to-day practice and has broad applicability in a variety of settings and provides students with well-timed feedback.…”

Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 99%

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The mini Clinical Evaluation Exercise (mini-CEX) in a pre-registration osteopathy program: Exploring aspects of its validity

Vaughan

Moore

2016

International Journal of Osteopathic Medicine

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Workplace-based assessment is commonplace, particularly in medicine. These assessments typically involve the assessment of a student conducting a consultation, or part thereof, on a real patient in an authentic clinical practice setting. In disciplines such as medicine substantial work has been directed towards the evaluation of the processes and tools used to perform these assessments and understand their educational impact. At present, there is little literature on the tools used for workplace-based assessment in osteopathy yet they form a picture of the student's capability. The current study presents data from a new workplace-based assessment tool for osteopathy, the mini Clinical Examination (mini-CEX) and is used to inform the implementation of the mini-CEX more broadly. Data presented here suggest the mini-CEX in this cohort is feasible, efficient, acceptable to stakeholders, internally consistent, and can differentiate between students at different stages of an osteopathic teaching program. Further research into the use of the mini-CEX in osteopathy is required, particularly focusing on educational impact, the reliability of the tool and its generalisability to clinical learning environments in other osteopathy teaching institutions.

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Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 99%

Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 99%

The mini Clinical Evaluation Exercise (mini-CEX) in a pre-registration osteopathy program: Exploring aspects of its validity

Vaughan

Moore

2016

International Journal of Osteopathic Medicine

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“…Determining the clinical competence of a cohort of students from performance in one interview, particularly given a common tendency to perform differently when being viewed by others (Clauser et al 2012), may not provide a valid view of their competence (Panzarella and Manyon 2007). In view of these factors, the use of the SPIRS as a means of providing formative assessment for students is appropriate, but caution should be exercised in its use as a high-stakes summative assessment (Cook et al 2010).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

An Investigation of the Standardised Patient Interview Rating Scale (SPIRS) for the Assessment of Speech Pathology Students in a Simulation Clinic

2015

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Standardised patients (SPs) are increasingly utilised in health sciences education to assist students in the development of clinical competencies, including interviewing skills. This study investigated the development and validation of a rating scale for formative assessment of speech pathology students in an interview with an SP. Participants in this study were 76 undergraduate speech pathology students and 10 clinical educators who participated in a simulated clinic module. As part of the module, pairs of students interviewed an SP portraying a parent of a child with speech delay. The Standardised Patient Interview Rating Scale (SPIRS) was developed to assess students' foundation clinical competencies of communication, interviewing and professional practice skills. Students' interviews were videotaped, rated individually on the SPIRS by the clinical educator, and later re-rated by an expert rater. Data were analysed to determine the content validity, internal consistency, and inter-rater reliability of the tool. In addition, descriptive statistics were used to report student performance levels. Results indicated that the SPIRS had good content validity and internal consistency but that there may be some redundancy in individual items. An acceptable level of inter-rater reliability was achieved. Students generally scored highly, with non-verbal communication being the easiest and professional practice the most difficult skill to demonstrate. The SPIRS was found to be an appropriate tool for formative assessment of students in this simulated clinic module. Recommendations for improving its reliability were made. Further research is required to investigate use of the SPIRS as an assessment tool in other contexts utilising standardised patients.

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“…19 The construct validity of mini-CEX use with residents is well demonstrated. [20][21][22][23][24][25] Consistent with the precepts of competency-based education, the assessments evaluate the presence or absence of observable behaviors, rather than using scales or judgments of relative skill. Drafts of the tools were e-mailed to the 14 faculty preceptors, who subsequently met to discuss revisions.…”

Section: Methodsmentioning

confidence: 99%

Successful Implementation of a Direct Observation Program in an Ambulatory Block Rotation

Smith

Jacobs

et al. 2017

Journal of Graduate Medical Education

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Internal structure of mini-CEX scores for internal medicine residents: factor analysis and generalizability

Cited by 69 publications

References 33 publications

The mini Clinical Evaluation Exercise (mini-CEX) in a pre-registration osteopathy program: Exploring aspects of its validity

The mini Clinical Evaluation Exercise (mini-CEX) in a pre-registration osteopathy program: Exploring aspects of its validity

An Investigation of the Standardised Patient Interview Rating Scale (SPIRS) for the Assessment of Speech Pathology Students in a Simulation Clinic

Successful Implementation of a Direct Observation Program in an Ambulatory Block Rotation

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