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

Vaughan, Brett; Moore, Keri

doi:10.1016/j.ijosm.2015.07.002

Cited by 11 publications

(7 citation statements)

References 49 publications

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“…Mini-CEX provides a positive experience, both in terms of knowledge and clinical skills [ 19 ]. This finding coincides with that of Vaughan et al (2017), who studied students' learning response toward feedback during mini-CEX on 24 participants (9 males and 15 females) while they were undergoing clerkship in the internal medicine rotation in order to prevent recall bias [ 20 ]. Feedback content is useful to describe the student’s performance in the achievement of competence and the performance gap, and it is important to improve the students’ learning response.…”

Section: Discussionsupporting

confidence: 87%

Effect of Workplace-Based Assessment Utilization as a Formative Assessment for Learning Among Family Medicine Postgraduates at the Faculty of Medicine, Menoufia University: A Prospective Study

Alkalash¹,

Farag²

2023

Cureus

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BackgroundWorkplace-based assessment (WBA) is a group of assessment approaches that assesses the trainees' performance through their observation and monitoring in real clinical settings and then provides them with constructive and relevant feedback. Many WBA tools are available, including the mini-clinical evaluation exercise (mini-CEX), direct observation of procedural skills (DOPS), case-based discussions, and multisource feedback (peers, seniors, and patients). A WBA can help medical students improve their clinical competencies and ensure that qualified physicians graduate. MethodsThis prospective study was done in the family medicine department at the Menoufia Faculty of Medicine in Egypt and passed through two phases. Phase I was introducing an orientation lecture for family medicine staff and a convenient sample of 21 family medicine postgraduates about WBA. Phase II was conducting a monthly mini-CEX and DOPS for the postgraduates. Finally, students' satisfaction with the WBA was assessed, and all collected data were analyzed via Statistical Package for Social Science (SPSS) version 23 (IBM Corp., Armonk, NY). ResultsA total of 105 feedback sheets were obtained. These feedback sheets were subdivided into 63 mini-CEX feedback sheets (21 sheets from each mini-CEX session for three sessions) and 42 DOPS feedback sheets (21 sheets from each DOPS session for two sessions), all of which were collected and analyzed. A significant improvement was detected in the mini-CEX and DOPS feedback scores of the postgraduates throughout the consecutive sessions (9.5 ± 2.7, 24.9 ± 2.5, 27.29 ± 1.5) (P < 0.001) for Mini-CEX and (6.1 ± 1.8 versus 9.0 ± 1.2) (P < 0.001) for DOPS. About 93% of the postgraduates recommended the application of WBA for their peers, and 86% of them requested to perform it again for other different clinical cases and procedures. ConclusionWorkplace-based assessment in the form of Mini-CEX and DOPS revealed its ability to improve clinical knowledge and skills among family medicine postgraduates who became motivated to undergo it again in search of improving their clinical performance and reducing their stresses related to final summative and objective structured clinical examinations (OSCEs).

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Section: Discussionsupporting

confidence: 87%

Effect of Workplace-Based Assessment Utilization as a Formative Assessment for Learning Among Family Medicine Postgraduates at the Faculty of Medicine, Menoufia University: A Prospective Study

Alkalash¹,

Farag²

2023

Cureus

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“…Students manage members of the general public with a range of acute and chronic musculoskeletal complaints. As part of a workplace‐based assessment programme, the mini‐CEX is used to assess a student's progress . The mini‐CEX is an assessment tool that can be used to provide a snapshot of student performance whilst managing a patient in a workplace setting.…”

Section: Methodsmentioning

confidence: 99%

Students today…educators tomorrow

Moore

Vaughan

2016

Clin Teach

Self Cite

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Summary 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. We argue that peer assessment ought to be focused not only on the development of learners’ clinical skills and knowledge, but also on preparing learners for their responsibilities as clinical educators. Innovation Final‐year Australian osteopathy students in our on‐campus university clinic undertook, without training, peer assessment and provision of feedback related to clinical performance using a discipline‐specific adaptation of the mini‐CEX. The current study suggests that students are able to judge another's consultation skills and case management in that they identify what we know are common learning issues for students at this level. Implication Students may be willing to engage in peer assessment if they see the exercise as a way to improve patient care and to develop their skills as educators – potentially encouraging them to become clinical educators in the future.

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“…Even though a review of the assessment strategy for the chiropractic and osteopathic clinical curriculum was not within the scope of this project, it is, nevertheless, recommended that future research explore the reliability and validity of the clinical assessment strategy and tools as suggested in recent osteopathic papers. [40][41][42][43][44]…”

Section: Discussionmentioning

confidence: 99%

Australian chiropractic and osteopathic graduates' perceptions of readiness for transition to practice

Haworth¹,

Horstmanshof²,

Moore³

2022

Journal of Chiropractic Education

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Objective This is the second phase of a project. The aim was to explore Australian chiropractic and osteopathic new graduates' readiness for transition to practice concerning their clinical skills, professional behaviors, and interprofessional abilities. Phase 1 explored final year students' self-perceptions, and this part uncovered their opinions after 6 months or more in practice. Methods Interviews were conducted with a self-selecting sample of phase 1 participant graduates from 2 Australian chiropractic and 2 osteopathic programs. Results of the thematic content analysis of responses were compared to the Australian Chiropractic Standards and Osteopathic Capabilities, the authority documents at the time of the study. Results Interviews from graduates of 2 chiropractic courses (n = 6) and 2 osteopathic courses (n = 8) revealed that the majority had positive comments about their readiness for practice. Most were satisfied with their level of clinical skills, verbal communication skills, and manual therapy skills. Gaps in competence were identified in written communications such as case notes and referrals to enable interprofessional practice, understanding of professional behaviors, and business skills. These identified gaps suggest that these graduates are not fully cognizant of what it means to manage their business practices in a manner expected of a health professional. Conclusion This small study into clinical training for chiropractic and osteopathy suggests that graduates lack some necessary skills and that it is possible that the ideals and goals for clinical education, to prepare for the transition to practice, may not be fully realized or deliver all the desired prerequisites for graduate practice.

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

Cited by 11 publications

References 49 publications

Effect of Workplace-Based Assessment Utilization as a Formative Assessment for Learning Among Family Medicine Postgraduates at the Faculty of Medicine, Menoufia University: A Prospective Study

Effect of Workplace-Based Assessment Utilization as a Formative Assessment for Learning Among Family Medicine Postgraduates at the Faculty of Medicine, Menoufia University: A Prospective Study

Students today…educators tomorrow

Australian chiropractic and osteopathic graduates' perceptions of readiness for transition to practice

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