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Related Experiment Video

Updated: May 26, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Professional development is enhanced by serving as a mini-CEX preceptor.

Walter Chen¹, Ming-May Lai, Tsai-Chung Li

¹School of Medicine, China Medical University, and Department of Pediatrics, China Medical University Beigang Hospital, Taichung 40402, Taiwan. chenwalt@yahoo.com

The Journal of Continuing Education in the Health Professions

|December 23, 2011

Summary

Precepting the mini-clinical evaluation exercise (mini-CEX) enhances preceptors' clinical skills and professional development. This teaching role encourages reflection and relearning, positively impacting healthcare quality and self-confidence.

Related Experiment Videos

Last Updated: May 26, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

Medical Education
Clinical Skills Assessment

Background:

The mini-clinical evaluation exercise (mini-CEX) is a standard tool for assessing medical trainee competence.
The impact of mini-CEX on preceptors themselves remains under-explored.
This study investigates the hypothesis that precepting mini-CEX enhances preceptor learning and performance.

Purpose of the Study:

To evaluate the effect of serving as a mini-CEX preceptor on the preceptor's own learning and clinical practice.
To assess preceptor perceptions of their professional development and clinical skill enhancement through mini-CEX.

Main Methods:

A 21-item questionnaire based on Kirkpatrick's model (Levels 1, 2, and 3) was administered to experienced mini-CEX preceptors.
Data collected included preceptor reactions, perceived behavioral changes, and self-reported learning of clinical skills.
Frequencies of relearning clinical skills related to mini-CEX were analyzed.

Main Results:

A majority of preceptors reported increased reflection on their clinical practice and a positive impact on their skills.
Over 80% of preceptors relearned at least one clinical skill, with more experienced preceptors relearning more frequently.
Approximately one-third of preceptors noted enhanced self-confidence and improved healthcare quality in their practice.

Conclusions:

Preliminary evidence suggests that acting as a mini-CEX preceptor positively influences a preceptor's professional development.
Further research is warranted to elucidate the mechanisms of mini-CEX's impact on preceptor skills.
Cross-cultural studies are needed to validate these findings in diverse healthcare settings.