Ben Ghezala Hassen, Benzarti Aida, Ben Jazia Amira, Brahmi Nozha
Multipurpose and toxicological medical resuscitation service. Centre Mahmoud Yaacoub d'assistance médicale urgente de Tunis. Montfleury 1089 Tunis, Faculty of Medicine of Tunis. University of Tunis El Manar. Tunisia.
Department of Occupational Medicine. La Rabta Hospital. Faculty of Medicine, Tunis. University of Tunis El Manar, Tunisia.
Tunis Med. 2024 May 5;102(5):272-277. doi: 10.62438/tunismed.v102i5.4773.
Mini Clinical Evaluation Exercise (mini-CEX) is one of the assessment tools in medical education. It includes three steps: overview of clinical situation, observation and feedback.
To evaluate the feasibility of mini-CEX as a formative assessment tool for medical trainees in 5th year of medicine in a teaching intensive care unit (ICU).
Single-center qualitative research conducted in ICU during the 2nd semester of the academic year 2022-2023. Seven core clinical skill assessments were done, and the performance was rated on a 9-point scale. An assessment of the method was conducted with both trainees and clinical educators.
We conducted six mini-CEX recorded sessions. All medical students had marks under the average of 4.5. In the first period, the highest mark was obtained for counselling skills (4.5). The best score was obtained for clinical judgement (4) in the second period and for management plan (4) in the third period. Most of medical trainees (11 sur 12) were satisfied with the method and feedback was according to them the most useful step. Ten students agreed fully to introduce this assessment tool in medical educational programs. Two medical educators out of three did not practice this method before. They agreed to include mini-CEX in the program of medical education of the faculty of medicine of Tunis. However, they did not agree to use it as a summative assessment tool.
Our study demonstrates that we can use the mini-CEX in medical teaching. Both trainees and educators were satisfied with the method.
迷你临床评估练习（mini-CEX）是医学教育中的评估工具之一。它包括三个步骤：临床情况概述、观察和反馈。
评估mini-CEX作为教学重症监护病房（ICU）中医学五年级实习生形成性评估工具的可行性。
在2022 - 2023学年第二学期于ICU进行单中心定性研究。进行了七项核心临床技能评估，并以9分制对表现进行评分。对实习生和临床教育工作者都进行了该方法的评估。
我们进行了六次mini-CEX记录课程。所有医学生的分数均低于4.5的平均分。在第一阶段，咨询技能获得的最高分（4.5）。第二阶段临床判断获得的最佳分数为4分，第三阶段管理计划获得的最佳分数为4分。大多数医学实习生（12人中的11人）对该方法感到满意，并且据他们所说反馈是最有用的步骤。十名学生完全同意在医学教育项目中引入此评估工具。三名医学教育工作者中有两名以前未实践过此方法。他们同意将mini-CEX纳入突尼斯医学院的医学教育项目中。然而，他们不同意将其用作总结性评估工具。
我们的研究表明，我们可以在医学教学中使用mini-CEX。实习生和教育工作者都对该方法感到满意。
