Soemantri Diantha, Dodds Agnes, Mccoll Geoff
Faculty of Medicine Universitas Indonesia, Department of Medical Education, Jakarta, Indonesia.
University of Melbourne, Melbourne Medical School, Department of Medical Education, Melbourne, Australia.
GMS J Med Educ. 2018 Nov 15;35(4):Doc47. doi: 10.3205/zma001193. eCollection 2018.
Despite the growing use, studies have demonstrated some limitations related to the feedback provided in the context of the increasing use of the Mini Clinical Evaluation Exercise (Mini-CEX) in undergraduate medical education. This study examined the written feedback provided on the Mini-CEX form to determine its usefulness as a learning tool for students. 1427 Mini-CEX assessment forms of final year medical students were collected. Written feedback, both on students' strength and weakness, was categorized and correlated with the variables of clinical case complexity, assessors' clinical position and students' clinical performance rating. The number of general feedback comments for students' strengths and development were 953 (65.3%) and 604 (38.64%) respectively. Less than 30% of the feedback for each domain was categorized as specific feedback. Significant associations were found between feedback on strength and clinical case complexity (Χ=17.48, <.01); and also with assessor clinical position (Χ=37.10, <.01). There was also an association between feedback for students' development and assessor clinical position (Χ=27.22, <.01). Based on the Mini-CEX forms of student cohort this study examined, it can be concluded that the written feedback provided in the Mini-CEX assessment form was general and lacked specificity. This finding leads to the need to train clinical teachers in the provision of feedback.
尽管使用量不断增加，但研究表明，在本科医学教育中越来越多地使用迷你临床评估练习（Mini-CEX）的背景下，所提供的反馈存在一些局限性。本研究检查了Mini-CEX表格上提供的书面反馈，以确定其作为学生学习工具的有用性。收集了1427份医学专业最后一年学生的Mini-CEX评估表格。关于学生优点和缺点的书面反馈进行了分类，并与临床病例复杂性、评估者临床职位和学生临床绩效评级等变量相关联。针对学生优点和发展的总体反馈意见数量分别为953条（65.3%）和604条（38.64%）。每个领域中不到30%的反馈被归类为具体反馈。在关于优点的反馈与临床病例复杂性之间发现了显著关联（Χ=17.48，<.01）；在关于优点的反馈与评估者临床职位之间也发现了显著关联（Χ=37.10，<.01）。在关于学生发展的反馈与评估者临床职位之间也存在关联（Χ=27.22，<.01）。基于本研究检查的学生群体的Mini-CEX表格，可以得出结论，Mini-CEX评估表格中提供的书面反馈较为笼统且缺乏特异性。这一发现导致需要对临床教师进行反馈提供方面的培训。
