Self-regulated learning lens on trainee perceptions of the mini-CEX: a qualitative study

Family Medicine Resident Experience Toward Workplace-Based Assessment Form in Improving Clinical Teaching: An Exploratory Qualitative Study

Background

Workplace-Based Assessment (WPBA) has been widely utilized for assessing performance in training sites for both formative and summative purposes. Currently, with the recently updated duration of the family medicine (FM) training program in Saudi Arabia from four years to three years, the possible impact of such a change on assessment would need to be investigated. This objective was to explore the experiences of FM residents regarding the usage of WPBA as an assessment tool for improving clinical teaching at King Abdulaziz Hospital (KAH), Al Ahsa, Saudi Arabia.

Methods

The study involves an exploratory qualitative phenomenological approach targeting family medicine resident in KAH was used. Purposive sampling techniques were used. In this descriptive study, data was collected through the utilization of 1:1 semi-structured interviews guided by directive prompts. All recorded interviews were transcribed verbatim. An inductive analytical approach was applied for thematic analysis of transcripts.

Results

Fifteen participants were individually interviewed until data saturation was reached. The themes that emerged were organized into the categories of underlying principles of WPBA, the impact of the learning environment, associated opportunities and challenges, and making WPBA more effective. Participants expressed that the orientation provided by the program was insufficient, although the core principles were clear to them. They valued the senior peers' support and encouragement for the creation of a positive learning environment. However, time limit, workload, and a lack of optimum ideal implementation reduced the educational value and effectiveness of WPBA among senior residents.

Conclusion

The study examined residents' experiences with WPBA and concluded that low levels of satisfaction were attributed to implementation-related problems. Improvements should be made primarily in two areas: better use of available resources and more systematic prior planning. Revision and assignment of the selection process were suggested, in addition to the implementation of the new curriculum. The research will assist stakeholders in selecting and carrying out evaluation techniques that will enhance residents' abilities.

New innovations and educational process in undergraduate neurology education in blended learning

Many undergraduate students suffer from 'neurophobia,' which refers to a lack of knowledge or confidence in neurology, and this can influence their career choices. Various measures have been taken to address this issue, including the implementation of new technologies and methodologies. Significant advancements have been made in the development of blended learning, and the integration of student-centered learning modules, multimedia, and web-based devices has become a common teaching approach. Nonetheless, the optimal delivery form, as well as assessment for the selected learning format and teaching quality in both theory and clinical practice, are being investigated. The purpose of this review is to provide a summary of the current understanding of blended learning as well as innovative methods, technologies, and assessments of undergraduate neurology education. It aims to highlight opportunities for implementing a novel, comprehensive learning model with a suitable blended learning method within a framework of customized technology-assessment processes for future neurology classes, encompassing both theoretical and clinical training.

Current Trends in Mini-Clinical Evaluation Exercise in Medical Education: A Bibliometric Analysis

There has been emerging evidence supporting the mini-clinical evaluation exercise (mini-CEX) in various clinical specialties and settings. However, we need more clarity regarding the applicability of mini-CEX as an optimal assessment tool. Consequently, it has not been implemented on a wider scale, and several clinical specialties are yet to explore the benefits of mini-CEX. Therefore, we conducted a bibliometric analysis to investigate the publication trends of mini-CEX. We searched the Web of Science database for mini-CEX-related original and review articles. The search results were analyzed for year-wise contribution, citation trends, contributing journals, contributing institutions, countries, authors, distribution of original/review articles, retrospective/prospective/laboratory/other types of studies, specialties covered, nature of medical education (undergraduate vs. specialty trainees), and clinical settings involved in the studies (single/multiple). A total of 59 eligible articles (53 original and six review articles) were published between 1995 and 2022 in 35 different journals. The mean citations per year were 65.96 per year, and the mean citations per article per year were 2.34 citations per article per year. The articles published in BMC Medical Education and Medical Teacher were the highest in number. In total, 97 institutes contributed to the mini-CEX-related research, mostly from the University of Bern, Switzerland. There were 238 contributing authors, with Norcini JJ contributing the most number of articles. The remaining articles were 15 retrospective studies, one developmental study, six review articles, and three laboratory-based studies. The 50 non-laboratory studies involved students/trainees in medical and allied fields. Medicine was the most frequently covered specialty. The participants were mostly specialty trainees, followed by undergraduate medical students. Multiple settings were used in 38% of the reviewed studies and single in 16%. The published articles have reduced impact and growth, as evidenced by low annual growth rates and citation trends. However, the available evidence was of reasonable quality considering the contribution from mostly prospective studies. Furthermore, it suggests considerable potential for further investigating the role of mini-CEX in clinical teaching.

Factors that may improve paediatric workplace-based assessments: an exploratory study

OBJECTIVES

To establish if paediatric trainees are satisfied with the current workplace-based assessment (WBA) process. To identify factors that contribute both positively and negatively to the educational experience during WBAs. To find out if trainees and their supervisors experience any challenges conducting WBAs. To establish potential ways to improve future assessments.

DESIGN

Qualitative semistructured interviews.

SETTING

Participants included fifteen trainees (ST1-8) in general paediatric and subspecialty posts and four consultants or equivalent across five hospital sites in the Thames Valley Deanery. All participants had regular exposure to WBAs.

INTERVENTIONS

Interviews were undertaken between June 2020 and January 2021 via video link. Data collection and analysis were conducted iteratively using constant comparison until theoretical sufficiency was achieved.

MAIN OUTCOME MEASURE

Using Constructivist Grounded Theory, a theoretical framework, grounded in the data, was developed that depicted the core elements that should be present to optimise WBAs.

RESULTS

A number of key components were reported to affect the educational value of WBAs. A positive departmental culture towards education and training is essential. Chosen cases should be challenging, and direct observation or in-depth discussion, depending on the assessment type, is fundamental. Timely constructive feedback and immediate completion of the assessment form are also imperative.

CONCLUSION

Some trainees experienced WBAs where these key components aligned, but many did not, and this negatively affected their learning. Three main challenges or future targets for further improvements include increasing time, improving training and optimising technology.