Teachers' experiences of the role and function of the mini clinical evaluation exercise in post-graduate training

dc.creator	Alberto E. Alves de Lima
dc.creator	Diego Conde
dc.creator	Leandro Aldunate
dc.creator	Cees P. van der Vleuten
dc.date	2010-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:09:59Z
dc.date.available	2015-07-20T22:09:59Z
dc.identifier	2042-6372
dc.identifier	https://doaj.org/article/e76795feaf374b1590c5a903aa7a7f43
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13274
dc.description	Objectives: To investigate teachers’ experiences and views regarding the mini clinical evaluation exercise as an assessment tool and to evaluate its feasibility as well as its influence on teachers’ pass/fail decisions and feedback delivery. Methods: Seventeen teachers who had all used the mini clinical evaluation exercise in assessing residents at least twice during the study period were interviewed. Transcripts of the interviews were analyzed qualitatively using a phenomenographic approach. Results: All teachers considered the mini clinical evaluation exercise as a useful assessment tool that promotes direct observation and constructive feedback. The format was considered feasible because of its easy adaptability to daily practice. Uncertainty as to what should specifically be observed during encounters, interpersonal relationships, and preconceived notions of resident performance were given as reasons for teachers’ difficulties in defining a pass or fail score. Teachers generally tended to be averse to failing residents.Conclusions: This study shows that teachers perceive the mini clinical evaluation exercise as a feasible and useful formative assessment tool. Contextual factors such as interpersonal relationships, preconceived performance notions, and lack of specific guidelines and performance standards appear to explain why teachers tend to be reluctant to fail poorly performing residents.
dc.language	English
dc.publisher	IJME
dc.relation	http://www.ijme.net/archive/1/mini-clinical-evaluation-exercise.pdf
dc.relation	https://doaj.org/toc/2042-6372
dc.rights	CC BY
dc.source	International Journal of Medical Education, Vol 1, Pp 68-73 (2010)
dc.subject	assessment
dc.subject	mini-CEX
dc.subject	implementation strategies
dc.subject	teachers experiences
dc.subject	direct observation
dc.subject	pass/fail decisions
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Teachers' experiences of the role and function of the mini clinical evaluation exercise in post-graduate training
dc.type	article