O uso do Miniex como ferramenta de feedback continuado para residente de medicina de família e comunidade em estágio na atenção primária à saúde

Mendes, Artur Oliveira; Viveiros, Luara Brandão

doi:10.5712/rbmfc13(40)1580

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…The results of the Mini-CEX were useful for curriculum review in the context of a quality improvement process. It also proved to be a powerful instrument for promoting a change in practices that favors the student-centered teaching model in the primary health care stage 12 . Indeed, previous study with medical interns revealed students' interest in expanding feedback practice after assessments in workplace.…”

Section: Figure 1 Correlation Between the Mini Clinical Evaluation Exmentioning

confidence: 99%

Workplace Based Assessment in Obstetrics and Gynecology Clerkship to Detect Learning Gaps

Peixoto

Medeiros

Júnior

et al. 2019

Rev. bras. educ. med.

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Background An outcome-based curriculum helps to communicate expectations of performance to students and clinical teachers. The Mini Clinical Evaluation Exercise (mini-CEX) is a useful tool for workplace-based formative assessment. The objective of this study was to use workplace-based assessment and student feedback to evaluate an Obstetrics and Gynecology (Ob&Gyn) clerkship curriculum. Methods A cross-sectional study was conducted with faculty members and medical students in an Ob&Gyn clerkship. The Mini-CEX was introduced into the clerkship assessment system, together with multiple choice question (MCQ) tests. This tool evaluates the history collection, physical examination, clinical judgment, professionalism and humanism, and also gives an overall score at the end of the test. At the end of the rotation, questionnaires were used to collect the students’ perceptions about their skills acquisition during the program. The results of the Mini-CEX, the MCQ test, and questionnaire responses were compared, to determine the extent to which learning objectives were achieved. Results three faculty members assessed 84 medical students using the mini-CEX during the four-month clerkship. The scores for the physical examination and clinical judgment skills were lower, compared to those of the interviewing skills. Based on the students’ feedback, ratings for physical examination and counseling preparation were rated as “inadequate”, especially for the topic breaking bad news. The bivariate correlation between the mini-CEX skills and MCQ test scores showed a positive relationship (r = 0.27). Although they assess different skills on the Muller pyramid, there appears to be a relationship between “Knowing” and “Doing”. These findings will help curriculum managers to identify important gaps in the rotation design and delivery. Based on these results, training in the skills workshop during the first month of the rotation was initiated, in addition to previous simulated training during the third year of medical course. Conclusions The introduction of the mini-CEX offers critical information to identify and refine important curriculum elements in the clinical years. Based on this, physical examination and communications skills training were initiated in the skills workshop.

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Section: Figure 1 Correlation Between the Mini Clinical Evaluation Exmentioning

confidence: 99%

Workplace Based Assessment in Obstetrics and Gynecology Clerkship to Detect Learning Gaps

Peixoto

Medeiros

Júnior

et al. 2019

Rev. bras. educ. med.

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“…O feedback pode oportunizar uma avaliação diagnóstica a partir da identificação dos potenciais e das fragilidades, dos objetivos já alcançados e as metas de conhecimento a serem atingidas, criando definições de objetivos de aprendizagem. Trata-se Metodologias de ensino para a formação de profissionais da saúde: revisão integrativa da literatura de uma prática que pode estimular a autonomia da busca de conhecimentos e a autoavaliação crítica de desempenho, fazendo disto um ciclo contínuo de aprendizagem (Mendes;Viveiros, 2018).…”

Section: Introductionunclassified

Qualificação Da Ferramenta Feedback No Processo Avaliativo

Dias,

Dittz,

Veiga

et al. 2024

Saberes Plur.

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Introdução: Ações de planejamento educacional se mostram fundamentais para a prática pedagógica, orientando o trabalho do educador de forma que ele seja um processo contínuo de ação crítico-reflexiva. Objetivo: Relatar a experiência acerca de uma ação educativa sobre o uso do feedback no processo formativo de dois programas de residência (multi e uniprofissional) de um hospital filantrópico de Belo Horizonte, Minas Gerais, Brasil. Relato da experiência: Foram organizados pelas preceptoras dos programas, seis encontros presenciais para desenvolver a ação educativa, dos quais participaram 117 preceptores dos programas da Residência Multiprofissional em Neonatologia e da Residência em Enfermagem Obstétrica. A ação pedagógica foi precedida de um planejamento, a partir de uma necessidade identificada previamente no cotidiano da prática pelas preceptoras. Foi abordado o uso da ferramenta do feedback no processo avaliativo do profissional residente, considerando seus componentes – tempestividade, especificidade, assertividade – e as habilidades de comunicação demandadas no processo educacional, seguidas de simulações de feedbacks inadequado e eficaz. Conclusão: O planejamento da prática educativa possibilitou o alcance dos objetivos de aprendizagem da atividade educativa realizada. Recomenda-se o investimento no planejamento de ações de educação permanente voltadas à preceptoria, pensadas a partir das necessidades vivenciadas pelos profissionais preceptores no cotidiano dos programas de residência em saúde, no sentido de apoiá-los no processo avaliativo e estimular sua participação nas atividades de ensino-aprendizagem-avaliação.

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Translation into Spanish and validation of feedback in medical education questionnaire (FEEDME-Culture) during clinical rotations

et al. 2021

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O uso do Miniex como ferramenta de feedback continuado para residente de medicina de família e comunidade em estágio na atenção primária à saúde

Cited by 3 publications

References 7 publications

Workplace Based Assessment in Obstetrics and Gynecology Clerkship to Detect Learning Gaps

Workplace Based Assessment in Obstetrics and Gynecology Clerkship to Detect Learning Gaps

Qualificação Da Ferramenta Feedback No Processo Avaliativo

Translation into Spanish and validation of feedback in medical education questionnaire (FEEDME-Culture) during clinical rotations

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