Assessing the Validity of a Multidisciplinary Mini-Clinical Evaluation Exercise
Notice bibliographique
Résumé
Construct: The purpose of this study was to provide validity evidence for the mini-clinical evaluation exercise (mini-CEX) as an assessment tool for clinical skills in the workplace. BACKGROUND: Previous research has demonstrated validity evidence for the mini-CEX, but most studies were carried out in internal medicine or single disciplines, therefore limiting generalizability of the findings. If the mini-CEX is to be used in multidisciplinary contexts, then validity evidence should be gathered in similar settings. The purpose of this study was to gather further validity evidence for the mini-CEX but in a broader context. Specifically we sought to explore the effects of discipline and rater type on mini-CEX scores, internal structure, and the relationship between mini-CEXs and OSCEs in a multidisciplinary context. APPROACH: During clerkship, medical students completed eight different rotations (family medicine, internal medicine, surgery, psychiatry, pediatrics, emergency, anesthesiology and obstetrics and gynecology). During each rotation, mini-CEX forms and a written examination were completed. Two multidisciplinary OSCEs (in Clerkship Year 3 and start of Year 4) assessed clinical skills. The reliability of the mini-CEX was assessed using Generalizability analyses. To assess the influence of discipline and rater type, mean scores were analyzed using a factorial analysis of variance. The total mini-CEX score was correlated to scores from the students' respective OSCEs and corresponding written exams. RESULTS: Eighty-two students met inclusion criteria for a total of 781 ratings (average of 9.82 mini-CEX forms per student). There was a significant effect of discipline (p < .001, = .16), and faculty provided lower scores than nonfaculty raters (7.12 vs. 7.41; p = .002, = .02). The g-coefficient was .53 when discipline was included as a facet and .23 when rater type was a facet. There were low, but statistically significant correlations between the mini-CEX and scores for the 4th-year OSCE Total Score and the OSCE communication scores, r(80) = .40, p < .001 and r(80) = .29, p = .009. The mini-CEX was not correlated with the written examination scores for any of the disciplines. CONCLUSIONS: Our results provide conflicting findings for validity evidence for the mini-CEX. Mini-CEX ratings were correlated to multidisciplinary OSCEs but not written examinations, supporting the validity argument. However, reliability of the mini-CEX was low to moderate, and error accounted for the greatest amount of variability in scores. There was variation in scores due to discipline and resident raters gave higher scores than faculty. These results should be considered when considering the use of the mini-CEX in different contexts.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,027 | 0,045 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».