Application of mini-clinical evaluation exercise for assessing the integrated-based learning during physical...

Area of Science:

• Medical Education
• Clinical Skills Assessment

Background:

• Traditional medical education models face challenges in enhancing student quality and quantity.
• There is a need for innovative teaching methodologies to improve diagnostic skills.

Purpose of the Study:

• To explore the efficiency of integrated-based learning (IBL) using mini-clinical evaluation exercise (mini-CEX) in a physical diagnostics course.
• To compare IBL with lecture-based learning (LBL) and case-based learning (CBL).

Main Methods:

• 111 medical students were randomly assigned to LBL, CBL, or IBL groups.
• Nephrotic syndrome was the teaching content; IBL included vertical integration with instructor interpretation.
• Performance was evaluated using mini-CEX and theoretical examinations.

Main Results:

• IBL demonstrated statistically significant improvements in five mini-CEX factors: medical interview, physical examination, clinical judgment, organizational effectiveness, and competence.
• A significant difference was observed in mini-CEX performance levels across the three instructional groups (p=0.001).
• IBL and CBL groups achieved significantly higher final exam scores than the LBL group (p=0.000).

Conclusions:

• Integrated-based learning (IBL) is an effective method for enhancing medical students' clinical skills.
• IBL positively impacts physical examination, organizational effectiveness, competence, and the application of basic scientific knowledge.
• IBL shows a positive correlation between final exam scores and specific clinical skills like medical interview and physical examination.