Using 360-degree multi-source feedback to evaluate professionalism in surgery departments: an Iranian perspective

Background: Medical professionalism helps physicians adopt a proper and good healing action for the patients based on their particular circumstance. This study was conducted to assess professionalism in surgical residents, using a 360-degree evaluation technique in several teaching hospitals in Tehran, Iran. Methods: This study was conducted on all the second and third year surgery residents from three university teaching hospitals in Tehran. Multi-source feedback questionnaire contained 10 questions on the residents’ professional behavior and was completed by the faculty and staff members (nurses, operation room staff, and medical assistants) as well as other surgery residents, interns and patients to evaluate each resident. Response rates were used to determine feasibility for each of the respondent groups and the mean and standard deviation score for each question was computed to determine the viability of the items. Reliability was assessed using alpha Cronbach coefficient for each respondent group. The correlation between these scores and the residents’ final and OSCE grade was also assessed. Results: The internal consistency reliability for 360-degree rating was 0.889. There was no significant difference in the residents’ score in different hospitals. While male residents obtained higher total score, there was no significant difference between them. The residents, however, obtained lower scores compared to the staff. The highest score was recorded for question 6, suggesting that the residents treated the patients regardless of their socioeconomic status. Conclusion: This study revealed a strong agreement between the results gathered from different respondents, confirming the reliability of the questionnaire and the respondents’ unbiased response. It also revealed that the residents did well in the whole test, showing they were conscientious and learning to become medical professionals

Students today…educators tomorrow

The article describes the use of the mini clinical examination (mini-CEX) in a pilot study to introduce peer assessment in one allied health programme to explore students’ capacity as clinical educators. Preparing today\u27s pre-professional health students to be clinical educators by engaging them in peer teaching, learning and assessment may encourage them to become tomorrow\u27s clinical educators

Development of Measurement Tool Mini-CEX (Mini Clinical Evaluation Exercise) as an Evaluation Tool of Nursing Students in Teaching Hospital of Universitas Muhammadiyah Yogyakarta

Mini-CEX (Mini Clinical EvaluationExercise) was a method of evaluation to assess theclinical skills of students through direct observation andprovide constructive feedback. To develop a measuretool mini-CEX as an effective measure of evaluation, itis necessary to the validity and reliability of theaccuracy of the mini-CEX to improving students’learning and develop clinical education program. In thedeveloping country, very few studies have been designedand conducted on Mini-CEX of Nursing. Moreover, inIndonesia, there is no instrument Mini-CEX of Nursingyet.Generally, this research aims to develop theuse of the mini-CEX measure as professional nursesperformance evaluation tool. In particular aims (a) toanalyze the mini-CEX measure existing in theprofession nurses, (b) to analyze the mini-CEX focusedon nursing education, (c) for the validity and reliabilityof the tool with the mini-CEX as educational evaluationtools Nurses.This research was a descriptive quantitativemethod with cross sectional design. It developed anassessment tool in measuring competencies nursingstudents from the competencies published by PSIKUMY, 2011 adopted of ABIM (American Board ofInternal Medicine), 1995; Taiwan, 2011; and BritishDermatological Nursing Group. Content validity wasdone by the expert review to consist of 4 people are 2nursing education and 2 medical education. The resultvalidity are trial with used questionnaire. Therespondents were 35 preceptors in the teachinghospitals of Universitas Muhammadiyah Yogyakarta.The reliability test was done by Cronbach alpha test.From the initial assessment tool which had 51items, it became 47 items after the expert review andthe reliability test. The computed Cronbach’s alpha forthe 47-item scale for mini-CEX was 0.988, indicatinghigh internal consistency. So the instrument is reliablefor measuring the competencies of nursing students.This research concluded that the assessment tool inmeasuring competencies of the nursing student haddemonstrated evidence of internal consistencyreliability and content validity. It provided an objectivetool for assessing the nursing students competenciesduring do clinical education program

Análisis reflexivo sobre un currículo basado en competencias en otorrinolaringología

Se presenta una reflexión argumentativa acerca de las razones para diseñar un currículo basado en competencias para la especialización en Otorrinolaringología en la Universidad Militar Nueva Granada, además se proponen algunos elementos que pueden orientar dicho currículo. Debido a la universalización de la cultura humana debemos responder a los desafíos de la globalización, conservando nuestra identidad cultural. Hay dos situaciones específicas que como docentes universitarios debemos enfrentar

Evaluation of a "flipped" classroom model within a pharmacy professional practice class: a comparison across three consecutive cohorts

Background: The “flipped” classroom model promotes student responsibility for learning and increased one-on-one interaction with the instructor (Bergmann & Sams, 2012) allowing classroom time to be maximised for more complex activities. This model was first implemented during the Professional Practice (dispensing) classes of the M.Pharm programme at the University of Nottingham in September 2014. Aims: To investigate student performance across three consecutive cohorts at the Malaysia campus, one before and two after the implementation of the “flipped” classroom model. Method: Students’ performance for one particular practical each during the 2nd and 1styear of the programme was retrospectively analysed. Average exercises completed per student, percentage who completed a complex exercise requiring role-play, and percentage making a particular serious error were monitored. Data were analysed using descriptive statistics. Ethical approval was secured from the Science & Engineering Research Ethics Committee of the university. Results: Average exercises completed during the 2ndyear practical significantly ( p<0.01) increased from 5.44 (±1.31) prior to implementation to 6.47 (±1.95) and 6.23 (±2.15) during the 1st and 2nd year of implementation respectively. Percentage who completed complex exercises increased from 67.0% to 79.6% and 77.7% respectively. Average exercises completed during the 1st year practical significantly decreased (p<0.01) from 7.57 (±0.79) prior to implementation to 5.86 (±1.74) and 6.62 (±1.63) during the 1st and 2nd year of implementation respectively. Percentage of students making a serious error dropped from 39.3% to 19.7% and 28.4% respectively. Conclusion: The increase in complex exercises completed suggests this model allows students to cover more material at greater depth. The fewer serious errors made suggests that prior preparation allows students to progress faster. The reduction in total output among 1st year students, however, could be because when simpler exercises are involved, students’ ability to manage time effectively in class is adversely affected with prior knowledge of the class exercises. Further studies to assess students’ performance in later years of the programme will be valuable to fully appreciate the outcome of this model

母語獲得過程を考慮した教授法開発にむけて:WH疑問文誤用例の通言語的比較研究

平成30年度東京女子医科大学医学部・基礎系教室研究発表会 2018年12月22日(土) 東京女子医科大学弥生記念講堂地下A会議

Acceptance of Mini-CEX Use with Technology Acceptance Model (TAM) Theoritical Approach

  Aim: Obtain an overview of the level of acceptance of nursing clinic educators using mini-CEX as an assessment method. Method: This research is a descriptive study with 62 subjects were clinical instructors, conducted training first, then the technique of data collection using 2 instruments namely mini-CEX format and modified TAM. Result: 98.4% of respondents can use mini-CEX with graduation criteria above 75% and the graduation of 18.6. Product moment correlation test results for all items TAM significance value&gt; 0.25, then all items are declared valid with a significance of 95%. TAM questionnaire reliability with Alpha Croanbach's test is 0.957. The results of data analysis using the t-test with a limit on the acceptance value of using mini-CEX using the TAM questionnaire was 70% found that the test results showed sig 0,000 (&lt;.0.05). Conclusion: Mini-CEX can be used as a clinical performance appraisal instrument for nursing students, with a high level of acceptance measured by TAM

Creating a path for high quality care: implementation of the mini-CEX in a student-run clinic

Purpose: This study examines the utility of implementing the mini-CEX at a student-run primary care clinic. The mini-CEX is a validated tool for clinical skills feedback and evaluation. The implementation of the mini-CEX sought to improve quality standards in providers clinical skills, and therefore to set a model for continuous quality improvement in medical education. Hypothesis: The primary hypothesis tested is that a minimum of three mini-CEXs per week will produce a positive utility for both students and faculty. Methods: A needs-based analysis focus group solicited opinions on the mission and function of the clinic from the student-providers. The mini-CEX was then presented as a feedback tool that could create a more structured learning environment. After the providers agreed to a trial implementation of the mini-CEX, the faculty at the clinic were instructed on observation and feedback using the mini-CEX. During the trial study, the authors collected a copy of all mini-CEX forms which were used to document number of evaluations per week, characteristics of the visit, and the feedback given. Interviews conducted during the trial study with both students and faculty were documented on a weekly basis. The utility of the mini-CEX was determined according to a previously published model which examines the reliability, validity, educational impact, acceptability, cost and feasibility. Results: The student-providers agreed to the trial implementation of the mini-CEX in their clinic. During the trial period, there was a mean of 3.82 (median = 3) evaluations. Interviews with faculty revealed a lack of experience in observing trainees with patients but also increased attention to the teaching they could provide the students. Interviews with students revealed frustration at the lack of consistency in the teaching, but appreciation of the feedback process. Conclusions: The mini-CEX was successfully implemented in this student-run clinic. The feasibility is evidenced in the number of weeks in which the minimum of 3 evaluations were performed. The positive feedback during and after the trial period from both faculty and students evidences the acceptability of the mini-CEX. The implementation of a feedback and evaluation tool by students for students represents a movement in structuring clinical education in a self-regulatory manner to ensure higher quality clinical skills by future physicians

Influence of feedback characteristics on perceived learning value of feedback in clerkships: does culture matter?

Background: Various feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students' perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on power distance. This study was conducted to validate the influence of five feedback characteristics on students' perceived learning value of feedback in an Indonesian clerkship context. Methods: We asked clerks in Neurology (n = 169) and Internal Medicine (n = 132) to assess on a 5-point Likert scale the learning value of the feedback they received. We asked them to record whether the feedback provider (1) informed the student what went well, (2) mentioned which aspects of performance needed improvement, (3) compared the student's performance to a standard, (4) further explained or demonstrated the correct performance, and (5) prepared an action plan with the student to improve performance. Data were analyzed using multilevel regression. Results: A total of 250 students participated in this study, 131 from Internal Medicine (response rate 99%) and 119 from Neurology (response rate 70%). Of these participants, 225 respondents (44% males, 56% females) completed the form and reported 889 feedback moments. Students perceived feedback as more valuable when the feedback provider mentioned their weaknesses (beta = 0.153, p <0.01), compared their performance to a standard (beta = 0.159, p <0.01), explained or demonstrated the correct performance (beta = 0.324, p <0.001) and prepared an action plan with the student (beta = 0.496, p <0.001). Appraisal of good performance did not influence the perceived learning value of feedback. No gender differences were found for perceived learning value. Conclusions: In Indonesia, we could validate four out of the five characteristics for effective feedback. We argue that our findings relate to culture, in particular to the levels of individualism and power distance. The recognized characteristics of what constitutes effective feedback should be validated across cultures