Self-regulated learning lens on trainee perceptions of the mini-CEX: a qualitative study

Area of Science:

• Medical Education
• Workplace-Based Assessment
• Self-Regulated Learning

Background:

• The mini-clinical evaluation exercise (mini-CEX) aims to foster active learning in postgraduate medical training.
• Understanding the link between mini-CEX and trainee self-regulated learning is limited.
• This study explores trainee perceptions of mini-CEX from a learning perspective.

Purpose of the Study:

• To investigate how trainees perceive their mini-clinical evaluation exercise (mini-CEX) experiences.
• To analyze these perceptions through the lens of Zimmerman's self-regulated learning framework.
• To identify factors influencing self-regulated learning during workplace-based assessments.

Main Methods:

• Qualitative study utilizing semi-structured interviews with geriatric medicine trainees.
• Thematic analysis was applied to interview data collected in 2017.
• Purposive sampling recruited twelve advanced trainees in Melbourne, Australia.

Main Results:

• Four interconnected themes emerged, reflecting self-regulated learning phases: goal setting, task translation, and perceived outcome.
• Supervisor co-regulation significantly influenced each phase of the learning cycle.
• Effective goal setting and external feedback were vital for self-evaluation and perceived educational outcomes.

Conclusions:

• Trainees perceive mini-CEX as a complex, cyclical process heavily influenced by supervisors.
• Supervisor engagement is essential for supporting trainee self-regulated learning in clinical settings.
• Optimizing mini-CEX requires a focus on supervisor-trainee interaction to enhance learning.