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:: Volume 1, Issue 3 (spring 2018) ::
3 2018, 1(3): 34-38 Back to browse issues page
A comparative analysis of the effect of Mini-CEX and conventional assessment methods on clinical skills in anesthesiology students of School of Paramedicine, Hamedan University of Medical Sciences
Farhad Adhami Moghadam, Mohammad Sahebalzamani *, Fatemah Mohammadi, Hojjatollah Farahani, Zahra Abdolreza Gharahbagh
Tehran Medical Sciences Branch, Islamic Azad University, Tehran, Iran.
Abstract:   (2734 Views)

Introduction: To evaluate students' professional performance, it is important to choose a suitable evaluation system such Mini-Clinical Evaluation Exercise (Mini-CEX). This study was conducted to determine and compare the impact of Mini-CEX and conventional methods on anesthesiology students' clinical skills.
Materials and Methods: In this quasi-experimental study, 34 anesthesiology interns at School of Paramedicine, Hamedan University of Medical Sciences were selected by census method in 2015. According to the opinions of the faculty members of Hamedan University of Medical Sciences, three procedures (patient reception and transfer to the surgery room, report writing, and patient education in recovery) were selected from among the main nursing procedures. The students were divided into two experimental and control groups by simple random sampling method. After training and measuring inter-rater reliability, assessment was done by Mini-CEX method using a researcher-made checklist in six rounds during the course in experimental group and by conventional method in control group. The results were analyzed by descriptive and inferential statistics (paired t-test and independent t-test).
Results: The mean final scores of assessment in experimental group (Mini-CEX) were significantly higher than those of control group. The results of paired t-test showed the mean scores 6.36 ± 67.23 in the patient reception and transfer                         (P = 0.001), 5.28 ± 37.70 in the patient education (P=0.001) and 4.46 ± 48.82 in the report writing (P=0.001) procedure, indicating a statistically significant difference. In addition, the mean score of students' satisfaction with Mini-CEX method (15.50 ± 62.94) was significantly higher than that of conventional method (14.02 ± 54.82) (P = 0.019).
Conclusion: Students' clinical skills were improved using Mini-CEX method. It is recommended that the medical faculties use new assessment methods to evaluate clinical procedures and promote students’ learning.

Keywords: Clinical evaluation, Clinical Trial Brief, conventional method.
Full-Text [PDF 290 kb]   (888 Downloads)    
Type of Study: Original Research | Subject: Educational Strategies
Received: 2017/06/19 | Accepted: 2017/06/19 | Published: 2017/06/19
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Adhami Moghadam F, Sahebalzamani M, Mohammadi F, Farahani H, Abdolreza Gharahbagh Z. A comparative analysis of the effect of Mini-CEX and conventional assessment methods on clinical skills in anesthesiology students of School of Paramedicine, Hamedan University of Medical Sciences . 3. 2018; 1 (3) :34-38
URL: http://jamed.ir/article-1-52-en.html


Volume 1, Issue 3 (spring 2018) Back to browse issues page
Journal of Advances in Medical Education
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