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Objective:To investigate the application of modified mini-clinical evaluation exercise (Mini-CEX) in the probationary teaching of dermatology and venereology for eight-year program students.Methods:From 2019 to 2020, a modified Mini-CEX was used to grade 58 eight-year program students at the Third Affiliated Hospital of Sun Yat-Sen University at the early, middle, and late stages of the probationary teaching of dermatology and venereology. The modifications included refining various evaluation indicators. Specifically, medical history collection involved dynamic changes in rashes, negative symptoms with differential diagnostic significance, past history/personal history/family history, and other important medical history; physical examination involved the specialized condition of rashes, systematic physical examination, and negative signs with differential diagnostic significance; humanistic care involved caring for patients, health education, and privacy protection; clinical judgment involved principles of diagnosis, differential diagnosis, and treatment; communication skills involved proficiency, prioritization, and body language; organizational effectiveness involved time allocation, patient compliance, and preparation work; overall performance involved calmness and fluency, neat writing, and preliminary clinical thinking. SPSS 20.0 was used to perform the t test. Results:Compared with the early stage of probation, the 58 eight-year program students improved their scores in clinical comprehensive ability evaluation and scores in each specific evaluation at the middle and late stages of probation ( P < 0.001). The dynamic changes in rashes and the specialized situation of rashes (identification and description of rashes) were specific to this discipline. Conclusion:The modified Mini-CEX is an objective, comprehensive, concise, and efficient assessment tool, which meets the needs of teaching reform and practice of dermatology and venereology.
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Objective@#To observe the effectiveness of mini-clinical evaluation exercise (Mini-CEX) on the standardized training of residents in the department of nephrology.@*Methods@#Mini-CEX was used to evaluate the 80 residents who received clinical standardized training in the department of nephrology from March 2017 to March 2018 in our hospital. The assessment mainly contained seven aspects: medical history taking, physical examination, clinical diagnosis, therapeutic regimen, doctor-patient communication, humanistic care, and overall clinical ability. Meanwhile, a Mini-CEX questionnaire was conducted among 9 teachers and 80 residents, including their viewpiont and satisfaction degree on Mini-CEX. The SPSS 21.0 was used for statistical analysis and the independent sample t-test was used for comparison between the two groups.@*Results@#Through the Mini-CEX assessment, every aspect of clinical competence of residents at the end of this program was significantly higher than that at the early period, and the difference was statistically significant (P<0.05). The most obvious improvement in residents was their treatment plan, overall clinical ability and physical examination. About the assessment of therapeutic regimen, the average score at the end of the training was (7.525±1.062), which was better than before (5.175±1.035), and the difference was statistically significant (P=0.000). Besides, clinical diagnosis and humanistic care were significantly better than those at the beginning (P<0.05). About the assessment of clinical diagnosis, the average score after the training was (6.925±1.071), which was better than before (5.425±1.238), and the difference was statistically significant (P=0.000). According to results of Mini-CEX questionnaire, teachers thought that Mini-CEX was a better way of assessment (88.9%) and could promote self-learning (77.8%), while residents believed that Mini-CEX was close to clinical practice and the ward-or-practice-based assessment was relatively comprehensive, which could significantly improve clinical skills (85.0%) and comprehensive quality (87.5%), with a satisfaction degree of 92.5%.@*Conclusion@#Mini-CEX is applied in the standardized training of residents in the department of nephrology, which can effectively improve clinical comprehensive ability of residents and improve Self-learning of teachers.
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Objective To explore the reliability and validity of mini-clinical evaluation exercise (Mini-CEX) in neurology education during student-teacher interactive procedures. Methods 84 eight-year interns of clinical medicine and 5 teachers were assessed by Mini-CEX after teaching rounds. We calculated Chronbach's α as index of reliability for all teachers and students. Additionally, the Spearman correlation coefficients between students' performance and score of Mini-CEX were assessed as validation. Results According to the Mini-CEX table, the Chronbach'sαfor all teachers' evaluation was 0.986, and 0.968 for all interns. Each item in Mini-CEX was positively related with final performance of students (correlation coefficients>0.75, P<0.05). Conclusion Mini-CEX was used to evaluate both teachers and students in clinical teaching of neurology, during which it was found that Mini-CEX had good reliability and validity, and was helpful to improve the quality of clinical teaching.
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Objetivo. Evaluar las competencias clínicas de los residentes de pediatría con la implementación del Mini-CEX, determinando su validez, confabilidad, factibilidad y la satisfacción de docentes y de residentes. Métodos. Participaron 14 docentes y 8 residentes. Se utilizó el Mini-CEX, método basado en la observación directa del desempeño del residente durante su práctica diaria, por parte de un docente. Resultados. Se realizaron 181 observaciones, media de 12,92 observaciones por cada docente. Cada docente evaluó a 5,78 residentes. Hubo una media de 22,6 evaluaciones por residente. Las observaciones se realizaron en consultorios externos 38,7%, internación pediátrica 19,3%, neonatología 17,1%, sala de recepción del recién nacido 14,4% y en internación conjunta 10,5%. Los puntajes promedios fueron: profesionalismo 7,15; entrevista 6,64; examen clínico 6,67; criterio clínico 6,70; asesoramiento 6,79 y organización 6,73. Los puntajes de competencia global variaron de acuerdo a los años de experiencia. Primer año 6,57; segundo 6,87 y tercero 7,3; p= 0,004. El puntaje de satisfacción de los docentes fue 7,89 y de los residentes 7,74. El tiempo de duración de las observaciones fue de 28,35 minutos. El coeficiente alfa de Cronbach fue de 0,97 lo que indica elevada confabilidad del método de evaluación. El ANOVA de puntajes de competencia global de todos los docentes mostró diferencias estadísticamente signifcativas, p <0,0001. Conclusiones. La implementación del Mini-CEX fue factible, bien aceptada por residentes y docentes, permitió valorar los diferentes niveles de desempeño de los residentes.
Purpose. Assess the clinical competence of pediatric residents with the implementation of Mini-Clinical Evaluation Exercise (Mini-CEX), determining its validity, reliability, feasibility and satisfaction of examiners and residents. Methods. 14 examiners and 8 residents of pediatrics took part. The Mini-CEX, a method based on direct observation of residents during their daily training, was used. A nine-point rating scale was used in order to evaluate their skills regarding medical interviewing, physical examination, professionalism, clinical judgment, counselling, organization, overall competence and satisfaction with the method. Results. 181 observations were made, an average of 12.92 observations per examiner (range-2-39). Each examiner assessed 5.78 residents, (range 2-8). There was an average of 22.6 assessments per resident, range (18-30). The observations took place in outpatient clinic 38.7%, pediatric inpatient unit 19.3%, neonatal intensive care unit 17.1%, neonatal reception unit 14.4% and rooming-in 10.5%. The mean scores were: professionalism 7.15; interviewing 6.64; physical examination 6.67; clinical judgment 6.70; counselling 6.79 and organization 6.73. The overall competence score varied according to experience levels. Mean scores were: frst-year residents 6.57; second-year residents 6.87 and third-year residents 7.3; p= 0.004. The score related to ex-aminers's satisfaction was 7.89 and that of the residents was 7.74. The duration of the observation period was 28.35 minutes. Cronbach alfa coeffcient was 0.97 showing the high reliability of the assessment method. The ANOVA score for overall competence of all examiners showed statistically signifcant differences, p <0.0001 in relation to stricter or more lenient judgment to evaluate skills. Conclusions. The implementation of the Mini-CEX in the Pediatrics Residency was feasible and positively accepted by residents and examiners. It allowed the assessment of different levels of performance among residents according to their experience, in every clinical setting of a pediatrician's practice. The variability criteria among examiners and the lack of constructive criticism are matters to be dealt with in future investigations.