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Objective:To investigate the application of mind map combined with daily mini-clinical evaluation exercise in standardized training of gynecological residents.Methods:A total of 100 trainees who received standardized training in Department of Gynecology, Women and Children's Hospital of Chongqing Medical University, were selected as subjects, and they were divided into control group (traditional teaching) and observation group (mind map combined with daily mini-clinical evaluation exercise) according to the order by which they entered the department for training, with 50 trainees in each group. After teaching, the two groups were compared in terms of assessment results of clinical practice exercise and degree of satisfaction with teaching. SPSS 22.0 statistical software was used for the t-test. Results:After the application of mind map combined with daily mini-clinical evaluation exercise in the standardized training of gynecological residents, compared with the control group, the observation group had significantly higher assessment results of inquiry ability, specialized physical examination, clinical diagnosis, diagnosis and treatment regimen, clinical practice ability, communication ability, clinical thinking ability, decision-making ability for clinical issues, and overall performance ( P<0.05). Compared with the control group, the observation group had significantly higher levels of mastery of clinical inquiry ability, specialized physical examination, development of diagnosis and treatment regimen, doctor-patient communication ability, and clinical practice ability, as well as a significantly higher overall teaching satisfaction score ( P<0.05). Conclusion:Mind map combined with daily mini-clinical evaluation exercise is a simple and feasible teaching method and can help to improve the comprehensive clinical practice ability of trainees receiving standardized residency training, and therefore, it holds promise for application in teaching.
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Objective:To investigate the application effect of Mini-Clinical Evaluation Exercise (Mini-CEX) combined with direct observation of procedural skills (DOPS) in standardized training of emergency medicine guided by professional physician qualification examination.Methods:Based on the time of emergency medicine teaching reform in Ruikang Hospital Affiliated to Guangxi University of Chinese Medicine, 32 standardized training residents in Emergency Department before September 2020 were included as control group and were given traditional teaching, and 32 standardized training residents after September 2020 were included as observation group and were given Mini-CEX combined with DOPS teaching under the guidance of professional physician qualification examination. The two groups were compared in terms of Mini-CEX score, DOPS score, assessment score of comprehensive emergency skills, pass rate of professional physician qualification examination, and comprehensive teaching quality. SPSS 25.00 was used to perform the t-test and the chi-square test. Results:Compared with the control group after training, the observation group had significantly higher scores of Mini-CEX, DOPS, and comprehensive emergency skill assessment ( P<0.05). There were no significant differences between the two groups in the pass rates of theoretical and practical examinations in professional physician qualification examination, and the observation group had a significantly higher total pass rate than the control group ( P<0.05). The observation group had significantly higher comprehensive teaching quality scores than the control group ( P<0.05). Conclusion:Mini-CEX combined with DOPS guided by professional physician qualification examination can help to improve the teaching effectiveness of standardized training residents in emergency, enhance their comprehensive skills and emergency professional skills, achieve a relatively high pass rate of professional physician qualification examination, and improve their post competency, and thus it holds promise for clinical application.
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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 explore the effect of visual mind mapping based on Mini-CEX evaluation combined with case-based learning (CBL) on improving the learning ability and teaching satisfaction of nursing students in department of general surgery.Methods:A total of 120 nurses rotating in the Department of General Surgery, Panzhihua Central Hospital (Clinical Medical College of Panzhihua University) from September 2019 to July 2020 were selected as research objects, and randomly divided into a control group and a study group, with 60 nurses in each group. The control group used traditional teaching, and the study group used visual mind mapping based on Mini-CEX evaluation combined with CBL. After the training, the clinical comprehensive ability of the nurses was evaluated by theoretical and practical assessment, and the self-learning ability and teaching satisfaction of the nurses were analyzed through self-made questionnaire survey. SPSS 22.0 was used for t test and chi-square test. Results:The theoretical and practical assessment scores of nursing students in the study group were significantly higher than those in the control group[(95.01±3.52) vs. (83.26±4.05); (96.14±3.22) vs. (81.17±4.30)] ( P=0.001). Before the rotation training, there was no statistical difference between the study group and the control group in the scores of self-motivation beliefs, task analysis, self-monitoring and adjustment, and self-evaluation ( P>0.05). After the rotation training, the scores of above 4 aspects were significantly higher in study group than the control group ( P<0.05). The nurse trainees in the study group were significantly superior to those in control group in the following 7 aspects: reasonable arrangement of the teaching plan, novelty of the teaching mode, improvement of clinical nursing skills, improvement of the nurse-patient communication ability, improvement of the emergency response ability, and overall teaching satisfaction ( P=0.001). Conclusion:Visual mind mapping based on Mini-CEX evaluation combined with CBL applied to clinical teaching training of nursing students in the department of general surgery can effectively improve the effectiveness of nursing teaching and teaching satisfaction, improve the learning ability of nurses, and improve the nursing level of nursing students in the department of general surgery.
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Objective:To explore the effect of mini-clinical evaluation exercise (Mini-CEX) combined with simulation teaching + case-based learning (CBL) in pediatric clinical teaching.Methods:A total of 60 medical students who practiced in Department of Pediatrics, Affiliated Hospital of Jining Medical College from August 2019 to August 2020 were selected as the research objects. According to different teaching methods, they were divided into control group ( n=30) and observation group ( n=30). The control group received traditional teaching, and the observation group received Mini-CEX combined with simulated teaching + CBL. The assessment results, comprehensive ability of medical interview, critical thinking ability and teaching satisfaction of the two groups were compared. SPSS 20.0 was performed for t-test and Chi-square test. Results:The test scores and total scores of the observation group were significantly higher than those of the control group ( P<0.05). After teaching, the Mini-CEX scores, the CTDI-CV (critical thinking disposition inventory Chinese version) scores and the total scores of the two groups increased significantly, and the above scores were significantly higher in the observation group than the control group ( P<0.05). The scores of the teaching program satisfaction questionnaire in the observation group were significantly higher than those in the control group ( P<0.05). Conclusion:The application of Mini-CEX combined with simulation teaching + CBL in pediatric clinical teaching can help to cultivate the medical interview ability, clinical practice ability and critical thinking ability of interns, improve the examination results, and improve the teaching satisfaction.
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Objective:To explore the application of typical case combined with practice teaching in the pediatric clinical teaching.Methods:A total of 80 clinical interns majoring in pediatrics who practiced in the Affiliated Hospital of Jining Medical University between September 2019 and January 2020 were selected as the research subjects, and they were randomly divided into observation group ( n=41) and control group ( n=39). The control group adopted conventional teaching while the observation group were given typical case combined with practice teaching model. After 16 weeks of training, the theoretical knowledge, practical operation [direct observation of procedural skill (DOPS) evaluation, and mini-clinical evaluation exercise (Mini-CEX)] and overall performance were analyzed in the two groups of students. SPSS 19.0 was used for t test, chi-square test and rank sum test. Results:After the internship, the theoretical scores of common pediatric diseases, clinical disease characteristics, etiopathogenesis, treatment regimen and complications were enhanced in the two groups, and the above scores in observation group were higher than those in control group ( P<0.05). Besides, the DOPS scores and Mini-CEX scores of the two groups were increased, and the scores were higher in observation group than in control group ( P<0.05). Furthermore, the overall excellent rate of the observation group was 87.80% (36/41), which was higher than 69.23% in control group (27/39). Survey found that the number of interns who believed that the teaching regimen could deepen the knowledge mastery degree, increase the internship interest and improve the comprehensive ability, internship efficiency and clinical thinking ability was more in observation group than in control group. Conclusion:Typical case combined with practice teaching can effectively deepen the interns' understanding of theoretical knowledge of clinical pediatrics, improve the practical operation ability and arouse the interest in learning.
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Objective:To investigate the application effects of flipped classroom combined with mini-clinical evaluation exercise (Mini-CEX) evaluation on the cultivation of clinical ability of professional postgraduates majoring in clinical medicine.Methods:A total of 32 trainees, the professional postgraduates majoring in clinical medicine integrated with standardized residency training who rotated in the Department of Neurology, The Southwest Hospital of Army Medical University from January 2019 to January 2020 were selected and divided into control group and the experimental group, with 16 ones in each group. The control group were taught with the traditional standardized residency training program, while the experimental group were assessed by Mini-CEX evaluation once every two weeks combined with flipped classroom in stages on the basis of the control group. At the end of the training, the application effects of these two teaching methods were evaluated by theoretical knowledge and clinical comprehensive ability (including 7 aspects of medical history collection, physical examination, clinical diagnosis, treatment plan, medical ethics, doctor-patient communication and overall evaluation). SPSS 22.0 was used for t test. Results:At the end of the training, the scores of theoretical knowledge in the experimental group were higher than those in the control group [(89.83±3.93) points vs. (85.75±5.34) points], with statistical differences ( P<0.05). For the clinical comprehensive ability, the scores of history collection, physical examination, clinical diagnosis, treatment plan, doctor-patient communication and overall evaluation were higher in the experimental group than in the control group ( P<0.05), except for the medical ethics. Conclusion:The application of flipped classroom combined with Mini-CEX evaluation improves the teaching quality and strengthens the clinical comprehensive ability of students, which is worth promoting in clinical practice.
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@#AIM: To evaluate the practical teaching effect of the doctor-patient communication ability training combined with Simulation-based Medical Education(SBME)pedagogy in the standardized training for ophthalmology residents through Mini-Clinical Evaluation Exercise(Mini-CEX). <p>METHODS: From September 2015 to July 2017, sixteen residents from the Department of Ophthalmology, the First Affiliated Hospital of Kunming Medical University were selected as research subjects. Before and after the conventional teaching or SBME teaching with standardized patients(SP), real doctor-patient communications were completed respectively, which were evaluated through Mini-CEX.<p>RESULTS: As to the Mini-CEX assessment of the standard training residents for the pre-intervention doctor-patient communication about the three common diseases of age-related cataract, primary open-angle glaucoma, and acute bacterial conjunctivitis, there was no significant difference in the average score of the seven items between the trainees in the control group and the experimental group(<i>P</i>>0.05). After the demonstration teaching and comment revision, the control group directly performed the post-intervention doctor-patient communication and Mini-CEX evaluation, and the experimental group performed the further SBME teaching and then the post-intervention doctor-patient communication and Mini-CEX evaluation. The scores of the seven items in the two groups after the intervention were significantly higher than those before the intervention(<i>P</i><0.05). The excellent rates of the trainees in the control group and the experimental group with an average score of 7 or more increased from 37.5%(3/8)and 37.5%(3/8)to 87.5%(7/8)and 100%(8/8), respectively. After the intervention, in addition to physical examination skills and clinical judgment, the scores of other five items such as medical interview skills, humanistic care and professionalism, psychological counseling skills, organizational effectiveness and overall clinical competence, were significantly higher in the experimental group than the ones in the control group(<i>P</i><0.05).<p>CONCLUSION: SBME pedagogy with SP can improve the effectiveness of the doctor-patient communication training for ophthalmology residents. Mini-CEX can be used to evaluate the teaching efficiency easily, quickly and standardly. The combination of Mini-CEX and SBME can be widely used in the practice of the doctor-patient communication training for ophthalmology residents.
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Objective@#To investigate the application effect of Mini-Clinical Evaluation Exercise (Mini-CEX) in the training of patient-doctor communication ability of interns in department of neurology.@*Methods@#A total of 60 clinical interns who received practice teaching in Department of Neurology in The Third Affiliated Hospital of Army Medical University from January 2016 to June 2017 were selected, and a questionnaire survey on the communication barriers between patients and doctors was performed on admission to analyze the main causes of these barriers. The Mini-CEX was used for communication ability training of interns, and its application effect was evaluated.@*Results@#At the end of training (one month later), the number of patient-doctor communication, completeness of medical history collection, physical examination kills and the median and pass rate of patient satisfaction of interns were significantly improved, as compared with before (P<0.05), and the degree of satisfaction with Mini-CEX reached above 95% among the teachers and clinical interns.@*Conclusion@#Mini-CEX for communication ability training can improve the patient-doctor communication ability of interns in department of neurology. Mini-CEX also has a certain teaching effect and thus holds promise for application in practice teaching.
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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 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 investigate the application effect of Mini-Clinical Evaluation Exercise(Mini-CEX)in the training of patient-doctor communication ability of interns in department of neurology.Methods A total of 60 clinical interns who received practice teaching in Department of Neurology in The Third Affiliated Hospital of Army Medical University from January 2016 to June 2017 were selected,and a questionnaire survey on the communication barriers between patients and doctors was performed on admission to analyze the main causes of these barriers.The Mini-CEX was used for communication ability training of interns,and its application effect was evaluated.Results At the end of training(one month later),the number of patient-doctor communication,completeness of medical history collection,physical examination kills and the median and pass rate of patient satisfaction of interns were significantly improved,as compared with before(P＜0.05),and the degree of satisfaction with Mini-CEX reached above 95％among the teachers and clinical interns.Conclusion Mini-CEX for communication ability training can improve the patient-doctor communication ability of interns in department of neurology.Mini-CEX also has a certain teaching effect and thus holds promise for application in practice teaching.
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Clinical teaching round is one of main teaching methods during standardized training for residents. However, the particularity of standardized resident training in clinical anesthesia determines that it is difficult to apply the teaching round model of other disciplines. In this study, seven core contents of Mini-Clinical Evaluation Exercise (Mini-CEX) were modified after considering the characteristics of anesthesia specialty and applied to the teaching rounds of standardized training for residents of anesthesia , thus promoting the standardization and improving the quality of anesthesia teaching rounds.
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Objective To investigate the effect of the clinical teaching model based on the miniclinical evaluation exercise (Mini-CEX) scale in Department of General Surgery,and to provide a reference for improving the quality of clinical teaching in Department of General Surgery.Methods A total of 82 nursing interns in Department of General Surgery from June 2016 to June 2018 were enrolled,among whom 41 undergraduates in 2016 were enrolled as control group and 41 undergraduates in 2017 were enrolled as intervention group.The undergraduates in the control group were taught with the traditional clinical teaching method,and those in the intervention group were taught with the clinical teaching model based on the Mini-CEX scale.The two groups were compared in terms of department examination results,score of the Mini-CEX scale,and quality assessment score of clinical nursing teaching,in order to evaluate the teaching quality in Department of General Surgery.Results Compared with the control group,the intervention group had significantly higher department examination score [(96.56 ± 4.23) vs.(90.42 ± 5.12)] and total score of Mini-CEX scale [(5.22 ± 0.45) vs.(4.01 ± 1.03)].The intervention group had a significantly higher excellent rate than the control group (P＜0.05).The intervention group also had a significantly higher quality assessment score of clinical nursing teaching than the control group [(98.34 ± 6.12) vs.(92.45 ± 5.16)].Conclusion The clinical teaching model based on the Mini-CEX scale can improve the quality of teaching and clinical teaching skills in department of general surgery and thus improve the clinical skills and comprehensive quality of nursing interns.
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Objective To observe whether Mini-Clinical Evaluation Exercise ( Mini-CEX ) is effective and feasible for improving the clinical competency of residents receiving standardized training. Methods 40 residents receiving standardized training in the Second Affiliated Hospital of Amy Medical university were randomly divided into control group and experimental group, with 20 trainees in each group. From October 2015 to April 2018, the experimental group was trained by the traditional teaching methods combined with Mini-CEX, and the other was trained by traditional teaching method. At least 2 Mini-CEX were conducted for each trainee of the experimental group in each department. The Mini-CEX, defense of case report and OSCE evaluation were carried out to assess the clinical competence of residents after the standardized training. Satisfaction surveys were conducted for teachers and students who had used Mini-CEX . SPSS 18 . 0 was used to analyze the data . Independent samples t test was used for inter-group comparison and paired sample t test was used for intra-group comparison. P<0.05 was statistically significant. Results Mini-CEX showed that the scores of the two groups in the clinical competence assessment were improved; the scores of the experimental group were higher than those of the control group , and the improvement in scores of experimental group was higher than that of the control group (the differences were statistically significant, P<0.05). The average score of defense of case report of the experimental group was (81.16 ±3.75),while that of the control group was (70.13 ±3.88) (t=-9.140, P=0.000). The average total score of OSCE evaluation of the experimental group was (96.300±4.681), while that of the control group was (91.775 ±3.227) (t=-3.559, P=0.001). Satisfaction rate of teachers and students were 95.0％ and 92.5％respectively. Conlusion Mini-CEX can improve the clinical competence of residents receiving standardized training.
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Introducción. El Mini-Clinical Evaluation Exercise (Mini-CEX) es una herramienta formativa. Dentro de sus ítems, evalúa la pesquisa del estado de vacunación y la jerarquización de oportunidades de prevención. Objetivos. Determinar porcentaje de pesquisa de dichos ítems en controles de salud y demanda. Comparar desempeño entre primer y tercer año. Materiales y métodos. Análisis retrospectivo de las planillas del Mini-CEX de residentes. Resultados. Se evaluaron 119 residentes. La prevalencia de pesquisa de vacunación en controles fue 94,9% (intervalo de confianza -IC-: 91,09-98,91); en demanda, 73,1% (IC: 65,2-81; OR 5,33; IC: 2,23-12,75; p= 0,00004). La prevalencia de aprovechamiento de oportunidades en controles fue 69,8% (IC: 61,6-78); en demanda, 62,2% (IC: 53,5-70,9; OR 1,034; IC: 0,46382,306; p= 0,4673). En 32 residentes se comparó su desempeño entre primer y tercer año en demandas, sin diferencia significativa. Conclusiones. Se detectó alta prevalencia de pesquisa de vacunación y menor prevalencia de aprovechamiento de oportunidades en controles, con menor pesquisa de ambos ítems en demandas.
Introduction. The Mini-Clinical Evaluation Exercise (Mini-CEX) is a formative tool with two descriptors assessing the inquiry of vaccination status and the hierarchy of prevention opportunities. Objectives. Determine the prevalence of both items in pediatric controls and spontaneous demands. Compare the performance between first and third year of their training. Material and methods. Retrospective analysis based on trainees Mini-CEX charts. Results. There were 119 residents evaluated during their first year. The prevalence of vaccination status screening in controls was 94.9% (confidence interval -CI-: 91.09-98.91); in demands 73.1% (CI: 65.2-81; OR 5.33; CI: 2.2312.75; p 0.00004). The prevalence of prevention opportunities in controls was 69.8% (CI: 61.678); in demands 62.2% (CI: 53.5-70.9; OR 1.034; CI: 0.4638-2.306; p= 0.4673). There were 32 trainees compared between their first and third year performance in demands, without significant difference. Conclusions. We found high prevalence of vaccination inquiry and lower prevalence of hierarchization of prevention opportunities in controls, with less inquiry in demands.
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Humans , Vaccination , Competency-Based Education , Internship and ResidencyABSTRACT
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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Objective To explore the application of mini-clinical evaluation exercise (Mini-CEX) in training the diagnostic thinking ability for clinical interns.Methods 83 interns who came to the First People's Hospital of Lianyungang for clinical practice in June 2015 were divided into the experimental group (45 interns) and the control group (38 interns) according to their schools.The two groups received the same clinical teaching according to internship program of five-year clinical medicine,while the experimental group had to take a weekly Mini-CEX training in chnical sections.The diagnostic thinking ability of the two groups was measured by the Diagnostic Thinking Inventory in Chinese version at the beginning and the end of the internship respectively.SPSS 21.0 was applied to processing the data.Measurement data were expressed as mean plus or minus standard deviation,and t test was used in the comparison between groups.Results At the end of the internship,the total score of diagnostic thinking,the score of knowledge structure in memory and the score of flexibility in thinking of the experimental group were higher than scores at the beginning statistically,and the experimental group had a statistically higher score than the control groups in knowledge structure in memory [(69.36 ± 4.28) vs.(66.95 ± 4.78),P=0.018].Conclusion Mini-CEX training can enhance the clinical diagnostic thinking ability of interns by improving their knowledge structure in memory.
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Objective To evaluate the effectiveness of mini clinical evaluation exercise (miniCEX) in community rotation of general practice residency training.Methods Forty nine general practice residency trainees,who participated in community rotation during July 2012 to July 2014 in 3 community teaching bases,were randomly divided into two groups:25 trainees in intervention group received conventional teaching and additional 2 rounds of mini-CEX in one month,and 24 trainees received conventional teaching only.The changes of self-evaluation scores of clinical competence after the community rotation were evaluated.Focus group discussions of 8 trainees and 8 teachers from intervention group were also adopted in January to February 2013 to assess the effectiveness of mini-CEX.Results Three trainees withdrew in the study and the interventional group completed 232 mini-CEXs.The self-evaluation scores of clinical competence were elevated in all items in interventional group after community rotation (from 7.03 ± 0.68 to 7.30 ±0.77 in medical history,from 7.00 ± 0.83 to 7.18 ± 0.88 in physical examination,from 7.42 ± 1.20 to 7.52 ± 0.76 in humanistic qualities,from 6.79 ± 0.82 to 7.12 ± 0.70 in clinical judgment,from 6.85 ± 1.06 to 7.18 ± 0.81 in counseling skills,from 6.85 ± 1.15 to 7.12 ± 0.96 in organization,from 7.09 ±0.81 to 7.33 ±0.69 in overall competence),while in control group,scores of humanistic qualities (from 7.74 ± 0.89 to 7.60 ± 0.97),clinical judgment (from 6.94 ± 0.77 to 6.77 ± 1.10) and organization/efficiency (from 6.94 ± 0.96 to 6.80 ± 0.76) were declined.Mter adjusting self-evaluation score before rotation,the increased scores in clinical judgment(7.12 ±0.70 vs.6.77 ± 1.10,F =4.339,P =0.042) and organization (7.12 ± 0.96 vs.6.80 ± 0.76,F =4.336,P =0.042) of intervention group were significantly higher than those of control group.In focus group discussions both trainees and teachers recognized that mini-CEX would enhance clinical competence,be more comprehensive in assessing and adaptable in training program than former rotation tests.The major concerns of using mini-CEX were subjective rating process,non-unified rating standards and insufficient teaching ability.Conclusions Application of mini-CEX in community rotation of general practice residency training can enhance clinical competency of trainees.
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Objective To evaluate the validity of GP proceptors in mini-CEX workshop.Methods Three mini-cex workshops for GP proceptors of standardized training of general practitioners in Shanghai were held during November 2009 to September 2012.In the workshops 82 GP proceptors gave the complete rating scores for the training videotapes and the assessment accuracy was analyzed.Results The accurate rates of all items including history taking,physical examination,communication,clinical judgement,consulting skills,organisation and overall clinical perfomance were lower than 50％ in 9-point scale and the completely accurate rate and completely error rate were 1.2％ and 30.5％,respectively.The accurate rates of 5 items were more than 50％ in 3-rank system and the completely accurate rate and completely error rate were 3.7％ and 9.8％,respectively.The accurate rates of 4 items were more than 50％ in standard score ± 1 system and the completely accurate rate and completely error rate were 8.5％ and 2.4％,respectively.Comparing with 9-point scale,3-rank system had higher accurate rate in 5 items (P ＜ 0.05) and standard score ± 1 system had higher accurate rate in all 7 items(P ＜ 0.05).Abnomal rating scores were found more common in medical interview (41,50.0％),clinical judgement (32,39.0％) and physical examination (13,20.7％).GP proceptors with more than five years teaching experience were more likely to give error scores than those with five or less years teaching experience in 9-point scale(OR =6.993) and 3-rank system (OR =4.902).Leniency and halo effects occurred in 11 (13.4％) and 8 (9.8％) GP proceptors,respectively; and 14 (17.1％) GP proceptors gave written feedback.Conclusions The rater accuracy of GP proceptors in mini-CEX workshop should be improved further.