Examining the educational impact of the mini-CEX: a randomised controlled study.
Examining the educational impact of the mini-CEX: a randomised controlled study.
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DOI：
10.1186/s12909-021-02670-3
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发表时间：
2021-04-21
影响因子：
3.6
通讯作者：
Slørdahl TS
中科院分区：
文献类型：
--
作者：
Martinsen SSS;Espeland T;Berg EAR;Samstad E;Lillebo B;Slørdahl TS
本研究的目的是评估迷你临床评估练习（迷你CEX）作为形成性评估工具在本科医学生中，在学生的看法，直接观察和反馈的影响，和教育的影响。在为期16周的临床实习期间，对38名五年级医学生进行了一项群集随机研究。医院被随机分配为每名学生提供至少8个微型CEX（干预组）或继续提供特别反馈（对照组）。完成临床实习后，学生完成了客观结构化临床考试（OSCE），笔试和调查。干预组的所有参与者都完成了预先计划的评估次数，60%的人认为这些评估在临床安置期间有用。总体而言，两组在报告的直接观察和反馈的数量或质量方面没有统计学显著差异。观察到的平均分数略高于欧安组织和书面测试的干预组，但没有统计学意义。在临床实习和常规实践中评估医学生有相当大的潜力，但形成性评估的教育影响仍然是未知的。本研究提供了一个稳健的研究设计，并可作为未来研究的基础。在线版本包含补充材料，可通过10.1186/s12909-021-02670-3获得。
The purpose of this study is to evaluate the mini-Clinical Evaluation Exercise (mini-CEX) as a formative assessment tool among undergraduate medical students, in terms of student perceptions, effects on direct observation and feedback, and educational impact. Cluster randomised study of 38 fifth-year medical students during a 16-week clinical placement. Hospitals were randomised to provide a minimum of 8 mini-CEXs per student (intervention arm) or continue with ad-hoc feedback (control arm). After finishing their clinical placement, students completed an Objective Structured Clinical Examination (OSCE), a written test and a survey. All participants in the intervention group completed the pre-planned number of assessments, and 60% found them to be useful during their clinical placement. Overall, there were no statistically significant differences between groups in reported quantity or quality of direct observation and feedback. Observed mean scores were marginally higher on the OSCE and written test in the intervention group, but not statistically significant. There is considerable potential in assessing medical students during clinical placements and routine practice, but the educational impact of formative assessments remains mostly unknown. This study contributes with a robust study design, and may serve as a basis for future research. The online version contains supplementary material available at 10.1186/s12909-021-02670-3.
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影响因子：
39.2
作者：
NORCINI, JJ;BLANK, LL;KIMBALL, HR
通讯作者：
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影响因子：
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通讯作者：
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