Abstract

Objectives: To evaluate role of Mini-CEX as a learning and assessment tool for clinical competencies and to assess assessor’s and the student’s satisfaction ratings with Mini-CEX at Shifa College of Medicine, Islamabad.
Methods: This observational and psychometric analysis Mini-CEX was carried out at Shifa College of Medicine, Islamabad during the academic year 2011. Ninety six students of class of 2012 going through the junior clerkship were included in the study. Frequencies and percentages were calculated for Mini-CEX encounters by different groups in various rotations and its demographic data. Mean scores with standard deviation were calculated for all clinical competencies and over all rating. Mean differences between two rotations were calculated with paired sample t test. Kruskal-Wallis Rank Sum Test was used to calculate mean values differences across rotations. Internal consistency Reliability was assessed by Cronbach’s alpha. Mean values were calculated for satisfaction scores and time for observation and feed back.
Results: There was generally a progressive improvement of clinical competencies in successive rotations as shown by significant paired sample t test between first and last rotation and significant mean differences of all clinical competencies and over all rating across rotations as analyzed by Kruskal-Wallis Rank Sum Test. Comparison between fourth and fifth rotation, however showed some insignificant drop in mean scores of competencies and global rating. Students’ and assessors’ satisfaction with Mini-CEX, on the scale of 9 were 8.03±1.44 and 7.83±1.22 respectively. Internal consistency reliability through Cronbach’s alpha was 0.9.
Conclusion: Mini-CEX was found as a useful learning and assessment tool for demonstrating students’ clinical competencies progression and students and faculty were satisfied with this tool.

Key words: Clinical competence, Mini-CEX, assessment