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How does feedback in mini-CEX affect students' learning response?

Sulistiawati Sudarso1, Gandes Retno Rahayu2, Yoyo Suhoyo2

  • 1Department of Medical Education, Faculty of Medicine, Mulawarman University, Indonesia.

International Journal of Medical Education
|December 24, 2016
PubMed
Summary

Student feedback during mini-Clinical Evaluation Exercise (mini-CEX) encounters stimulates self-reflection and motivation. This leads to improved learning outcomes, with external factors and summative assessments further enhancing educational effects.

Keywords:
feedbacklearning responsemini-cex

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Area of Science:

  • Medical Education Research
  • Clinical Skills Assessment
  • Student Learning Psychology

Background:

  • The mini-Clinical Evaluation Exercise (mini-CEX) is a key tool for assessing clinical skills in medical trainees.
  • Understanding student responses to feedback within the mini-CEX framework is crucial for optimizing learning.
  • Previous research has focused on the assessment itself, with less emphasis on the student's learning journey post-feedback.

Purpose of the Study:

  • To explore medical students' learning responses to feedback received during mini-CEX encounters.
  • To identify the internal and external factors influencing students' actions following feedback.
  • To understand the impact of feedback on student self-efficacy, attitude, knowledge, and clinical skills.

Main Methods:

  • A qualitative phenomenological approach was employed to capture student experiences.
  • Focus Group Discussions (FGDs) were conducted with final-week internal medicine clerkship students.
  • Thematic analysis of transcribed FGD data was performed using Atlas-ti software.

Main Results:

  • Feedback content and delivery methods within mini-CEX trigger self-reflection, emotional responses, and motivation in students.
  • These internal processes drive students to act on feedback for learning improvement, influenced by external factors like consequences.
  • Student actions post-feedback led to enhanced self-efficacy, attitude, knowledge, and clinical skills.

Conclusions:

  • Feedback in mini-CEX effectively stimulates internal student processes for feedback utilization.
  • External factors and the integration of summative assessments significantly influence the impact of feedback on learning.
  • Clinical educators should understand all influencing factors to maximize the effectiveness of mini-CEX feedback for improved student learning responses.