Mini Clinical Evaluation Exercise (Mini-CEX): An overview
Abstract
Over the last two decades, medical education has
changed its role significantly to move from the
traditional curriculum to the outcome based
education. This is done after deciding the
competencies to be achieved by the students more
clearly1
. The Institute for International Medical
Education (IIME) has clearly focused the minimum
essential core competencies that a medical graduate
must possess including the clinical skills,
communication skills, professional values, attitudes
and behaviors1
.
References
Schwarz MR, Wojtczak A. Global minimum essential requirements: a road towards competence-oriented medical education. Med Teach 2002;24:125-9
Norcini JJ. The death of long case? BMJ 2002;324:408-9
Van Lohoizun MT, Kuks JBM, Van Hell EA, et al. The reliability of in-training assessment when performance improvement is taken into account. Adv in Health Sci Educ theory pract 2010;15:e659-69
Hamdy H. AMEE guide supplements: Workplace-based assessment as an educational tool. Guide supplement 31.1 – Viewpoint. Med Teach 2009;31:59-60
Kogan JR, Bellini LM, Shea JA. Feasibility, reliability and validity of the mini-clinical exercise (mCEX) in a medicine core clerkship. Acad Med 2003;78:S33-S35
Norcini JJ, Burch V. Workplace-based assessment as an educational tool: AMEE Guide No. 31. Med Teach 2007;29:855–71
Van Lohoizun MT, Kuks JBM, Van Hell EA, et al. Cohen-Schotanus J. Learning strategies during clerkships and their effects on clinical performance. Med Teach 2009;31:e494–e9
Van der Vlueten C. validity of final examinations in undergraduate medical training. BMJ 2000;321:1217-9
Kogan JR, Hauer KE. Brief report: Use of mini clinical evaluation exercise in internal medicine core clerkship. J Gen Intern Med 2006;21:501-2
Norcini JJ, Blank LL, Arnold GK. et al. The mini-CEX (clinical evaluation exercise): A preliminary investigation. Ann Intern Med 1995;123:795-9
Daelman HEM. In-training assessment in an undergraduate clerkship: Feasibility, Reliability, effect on learning environment (dissertation). VU University Amsterdam; 2005.
Nair BR, Alexander HG, McGrath BP, et al. The mini clinical evaluation exercise (min-CEX) for assessing performance of international medical graduates. MJA 2008; 189:159-61
Alves de Lima A, Henquin R, Thierer J, et al. A qualitative study of the impact on learning of the mini clinical evaluation exercise in postgraduate training. Med Teach 2005;27:46-52
Alves de Lima A, Barrero C, Barata S, et al. Validity, reliability, feasibility and satisfaction of mini-clinical evaluation exercise( Mini-CEX) for cardiology residency training. Med teach 2007;29:785-90
Davis MH, Ponnamperuma GH, Wall D. Work-place based assessment. In: Dent JA, Harden RM. editor. A Practical Guide for Medical Teachers 4th ed. London: Churchill LivingStone Elsevier;2009.p.341-48
Fernando N, Cleland J, McKenzie H, et al. Identifying the factors that determine feedback given to undergraduate medical students following formative min-CEX assessment. Med Educ 2008;42:89-94
Wilkinson J, Crossley JGM, Wragg A, et al. Implementing workplace-based assessment across the medical specialties in the United Kingdom. Med Educ2008;42:364-73
Cruess R, Mcllory JH, Cruess S, et al. The professionalism mini evaluation exercise: A preliminary investigation. Acad Med 2006;81:S74-S78
Holmboe ES, Huot S, Chung J, et al. Construct validity of miniclinical evaluation exercise (Mini CEX). Acad Med 2003;78:826-30
Holmboe ES, Yepes M, William F, et al. Feedback and the mini clinical evaluation exercise. J Gen Intern Med 2004;19:558-61
Kogan JR, Bellini LM, Shea JA. Implementation of Mini-CEX to evaluate medical students’ clinical skills. Acad Med 2002;77:1156-7
Alves de Lima, Conde D, Aldunate L, et al. Teacher’s experiences of the role and function of mini clinical evaluation exercise in post graduate training. Int.J.Medical Education 2010;1:68-73
Norcini JJ, Blank L, Duffy D, et al. The Mini-CEX: A method for assessing clinical skills. Ann Intern Med 2003;138:476-81
Cleary L. “Forward feeding” about students’ progress: The case for longitudinal progressive and shared assessment of medical students. Acad Med 2008;83:800
Epstein RM. Assessment in Medical Education. N Engl J Med 2007;356:387-96
Goldstein EA, Maclaren CF, Smith S, et al. Promoting fundamental skills: a competency-based approach at University of Washington. Acad Med 2005;80:423-33
Implementing Mini-CEX as an assessment tool in undergraduates. Topic in National health Conference available at: http://www.ripah.edu.pk/National_Conference/image s/program%20book.pdf
Zaidi Z, Jaffery T, Moin S. Using positive deviance to improve students’ performance. Med Educ 2010;44:495
Paediatric Neurology fellowship programme of AKUH available at: http://www.aku.ede/pgme/fellowship-paed-neurology.shtml
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2011 Sobia Ali, Nazish Fatima, Mukhtiar Baig
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Journal of Bahria University Medical & Dental College is an open access journal and is licensed under CC BY-NC 4.0. which permits unrestricted non commercial use, distribution and reproduction in any medium, provided the original work is properly cited. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0