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Examining the educational impact of the mini-CEX: a randomised controlled study
Susanne Skjervold Smeby Martinsen1, Torvald Espeland2,3, Erik Andreas Rye Berg2,4
1Department of Clinical and Molecular Medicine, Norwegian University of Science and Technology (NTNU), Trondheim, Norway. susanne.s.smeby@ntnu.no.
BMC Medical Education
|April 22, 2021
Summary
The mini-Clinical Evaluation Exercise (mini-CEX) shows potential for formative assessment in medical education, though its impact on direct observation and feedback requires further study.
Area of Science:
- Medical Education
- Clinical Assessment
- Formative Assessment
Background:
- Evaluating the mini-Clinical Evaluation Exercise (mini-CEX) as a formative assessment tool for undergraduate medical students.
- Assessing student perceptions, direct observation, feedback, and educational impact.
Purpose of the Study:
- To evaluate the mini-Clinical Evaluation Exercise (mini-CEX) as a formative assessment tool.
- To determine its effects on direct observation and feedback quality and quantity.
- To assess the overall educational impact on medical students.
Main Methods:
- Cluster randomized study involving 38 fifth-year medical students over a 16-week clinical placement.
- Intervention group received a minimum of 8 mini-CEXs per student; control group received ad-hoc feedback.
- Post-placement assessments included Objective Structured Clinical Examination (OSCE), written test, and surveys.
Main Results:
- All intervention participants completed the planned mini-CEX assessments, with 60% finding them useful.
- No statistically significant differences were observed in the reported quantity or quality of direct observation and feedback between groups.
- Marginally higher mean scores on OSCE and written tests were noted in the intervention group, but not statistically significant.
Conclusions:
- Formative assessments hold potential for medical students during clinical placements and practice.
- The educational impact of these assessments remains largely undetermined.
- This study provides a robust design for future research in medical education assessment.
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