迷你临床演练评估在外科实习教学评估中的应用：5 年经验总结。

Mini-clinical evaluation exercise as a student assessment tool in a surgery clerkship: lessons learned from a 5-year experience.

机构信息

Department of Surgery, Brigham and Women's Hospital, Boston, MA 02115, USA.

出版信息

Surgery. 2011 Aug;150(2):272-7. doi: 10.1016/j.surg.2011.06.012.

DOI:10.1016/j.surg.2011.06.012

PMID:21801964

Abstract

BACKGROUND

The mini-clinical evaluation exercise (mini-CEX) used for clinical skill assessment in internal medicine provides in-depth assessment of single clinical encounters. The goals of this study were to determine the feasibility and value of implementation of the mini-CEX in a surgery clerkship.

METHODS

Retrospective review of mini-CEX evaluations collected for surgery clerkship students at our institution between 2005 and 2010. Returned assessment forms were tallied. Qualitative feedback comments were analyzed using grounded theory. Principal components analysis identified thematic clusters. Thematic comment counts were compared to those provided via global assessments.

RESULTS

For 124 of 137 (90.5%) students, mini-CEX score sheets were available. Thematic clusters identified comments on 8 distinct clinical skill domains. On the mini-CEX, each student received an average of 6.5 ± 2.2 qualitative feedback comments covering 4.5 ± 1.2 separate skills. Of these, 42.7% were critical. Comments provided in global evaluations were fewer (2.9 ± 0.6; P < .001), constrained in scope (0.8 ± 0.2 skills; P < .001), and rarely critical (9.1%).

CONCLUSION

A mini-CEX can be incorporated into a surgery clerkship. The number and breadth of feedback comments make the mini-CEX a rich assessment tool. Critical and supportive feedback comments, both highly valuable, are provided nearly equally frequently when the mini-CEX is used as an assessment tool.

摘要

背景

迷你临床演练评估（mini-CEX）用于内科临床技能评估，可深入评估单次临床接触。本研究的目的是确定在外科实习中实施 mini-CEX 的可行性和价值。

方法

对我院 2005 年至 2010 年期间外科实习学生的 mini-CEX 评估进行回顾性分析。对回收的评估表进行计数。使用扎根理论分析定性反馈意见。主成分分析确定主题群。主题评论计数与全球评估提供的计数进行比较。

结果

在 137 名学生中的 124 名（90.5%）学生中，有 mini-CEX 评分表。确定了 8 个不同临床技能领域的主题群评论。在 mini-CEX 上，每位学生平均收到 6.5±2.2 条定性反馈意见，涵盖 4.5±1.2 个单独的技能。其中，42.7%是批判性的。全球评估中提供的评论较少（2.9±0.6；P<.001），范围受限（0.8±0.2 技能；P<.001），且很少是批判性的（9.1%）。