The mini-clinical evaluation exercise during medical clerkships: are learning needs and learning goals aligned?. Montagne, S., Rogausch, A., Gemperli, A., Berendonk, C., Jucker‐Kupper, P., & Beyeler, C. Medical Education, 48(10):1008–1019, October, 2014.
The mini-clinical evaluation exercise during medical clerkships: are learning needs and learning goals aligned? [link]Paper  abstract   bibtex   
Objectives The generation of learning goals ( LGs) that are aligned with learning needs ( LNs) is one of the main purposes of formative workplace-based assessment. In this study, we aimed to analyse how often trainer-student pairs identified corresponding LNs in mini-clinical evaluation exercise (mini- CEX) encounters and to what degree these LNs aligned with recorded LGs, taking into account the social environment (e.g. clinic size) in which the mini- CEX was conducted. Methods Retrospective analyses of adapted mini- CEX forms (trainers' and students' assessments) completed by all Year 4 medical students during clerkships were performed. Learning needs were defined by the lowest score(s) assigned to one or more of the mini- CEX domains. Learning goals were categorised qualitatively according to their correspondence with the six mini- CEX domains (e.g. history taking, professionalism). Following descriptive analyses of LNs and LGs, multi-level logistic regression models were used to predict LGs by identified LNs and social context variables. Results A total of 512 trainers and 165 students conducted 1783 mini- CEXs (98% completion rate). Concordantly, trainer-student pairs most often identified LNs in the domains of 'clinical reasoning' (23% of 1167 complete forms), 'organisation/efficiency' (20%) and 'physical examination' (20%). At least one 'defined' LG was noted on 313 student forms (18% of 1710). Of the 446 LGs noted in total, the most frequently noted were 'physical examination' (49%) and 'history taking' (21%). Corresponding LNs as well as social context factors (e.g. clinic size) were found to be predictors of these LGs. Conclusions Although trainer-student pairs often agreed in the LNs they identified, many assessments did not result in aligned LGs. The sparseness of LGs, their dependency on social context and their partial non-alignment with students' LNs raise questions about how the full potential of the mini- CEX as not only a 'diagnostic' but also an 'educational' tool can be exploited. [ABSTRACT FROM AUTHOR]
@article{montagne_mini-clinical_2014,
	title = {The mini-clinical evaluation exercise during medical clerkships: are learning needs and learning goals aligned?},
	volume = {48},
	issn = {03080110},
	url = {http://10.0.4.87/medu.12513},
	abstract = {Objectives The generation of learning goals ( LGs) that are aligned with learning needs ( LNs) is one of the main purposes of formative workplace-based assessment. In this study, we aimed to analyse how often trainer-student pairs identified corresponding LNs in mini-clinical evaluation exercise (mini- CEX) encounters and to what degree these LNs aligned with recorded LGs, taking into account the social environment (e.g. clinic size) in which the mini- CEX was conducted. Methods Retrospective analyses of adapted mini- CEX forms (trainers' and students' assessments) completed by all Year 4 medical students during clerkships were performed. Learning needs were defined by the lowest score(s) assigned to one or more of the mini- CEX domains. Learning goals were categorised qualitatively according to their correspondence with the six mini- CEX domains (e.g. history taking, professionalism). Following descriptive analyses of LNs and LGs, multi-level logistic regression models were used to predict LGs by identified LNs and social context variables. Results A total of 512 trainers and 165 students conducted 1783 mini- CEXs (98\% completion rate). Concordantly, trainer-student pairs most often identified LNs in the domains of 'clinical reasoning' (23\% of 1167 complete forms), 'organisation/efficiency' (20\%) and 'physical examination' (20\%). At least one 'defined' LG was noted on 313 student forms (18\% of 1710). Of the 446 LGs noted in total, the most frequently noted were 'physical examination' (49\%) and 'history taking' (21\%). Corresponding LNs as well as social context factors (e.g. clinic size) were found to be predictors of these LGs. Conclusions Although trainer-student pairs often agreed in the LNs they identified, many assessments did not result in aligned LGs. The sparseness of LGs, their dependency on social context and their partial non-alignment with students' LNs raise questions about how the full potential of the mini- CEX as not only a 'diagnostic' but also an 'educational' tool can be exploited. [ABSTRACT FROM AUTHOR]},
	number = {10},
	journal = {Medical Education},
	author = {Montagne, Stephanie and Rogausch, Anja and Gemperli, Armin and Berendonk, Christoph and Jucker‐Kupper, Patrick and Beyeler, Christine},
	month = oct,
	year = {2014},
	keywords = {CLINICAL competence, CONFIDENCE intervals, DESCRIPTIVE statistics, EDUCATIONAL tests \& measurements, GOAL (Psychology), LEARNING, LOGISTIC regression analysis, MEDICAL students, MEDICINE -- Study \& teaching, NEEDS assessment, ODDS ratio, PROFESSIONAL education, RETROSPECTIVE studies, SWITZERLAND, WORK environment},
	pages = {1008--1019},
}
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