Introducing Mini Clinical Evaluation Exercise for Intern Assessment in Shahid Beheshti University's Pediatrics Department

Introducing Mini Clinical Evaluation Exercise for Intern Assessment in Shahid Beheshti University's Pediatrics Department | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Introducing Mini Clinical Evaluation Exercise for Intern Assessment in Shahid Beheshti University's Pediatrics Department Fatemeh Malek, Mohammadmahdi Nasehi, Kourosh Vahidshahi, Narjes Jafari, and 4 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4731994/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Introducing the Mini Clinical Evaluation Exercise (Mini-CEX) as a workplace-based assessment tool at Shahid Beheshti University of Medical Sciences in Iran significantly advances medical education evaluation. By incorporating consistent mini-clinical evaluations, we aim to address the clinical competency gap by sensitizing faculty and interns and providing structured feedback. The brief, 10 to 20-minute encounters focus on evaluating crucial clinical skills, but the comprehensive nature of the Mini-CEX genuinely sets it apart. This comprehensive process allows for simultaneous evaluation of trainees' clinical skills and provides valuable feedback on their performance, enhancing the learning process and improving clinical competency. The comprehensive nature of Mini-CEX ensures a well-rounded evaluation, instilling confidence in its effectiveness. Multiple examiners for multiple cases are utilized to minimize inter-rater bias, making the Mini-CEX a comprehensive and practical assessment tool that positively impacts professional growth. mini clinical evaluation education professanilsm Background The current evaluation framework in medical education predominantly focuses on summative assessment. In this context, the mini-clinical evaluation exercise (mini-CEX) emerges as a distinctive formative workplace-based assessment tool[ 1 ]. Its formative nature and practical approach offer a unique way to evaluate clinical competency skills. The structured feedback it provides students and faculty is pivotal in their learning and teaching journey. The brief, 10 to 20-minute encounters assess crucial clinical skills, attitudes, and behaviors necessary for delivering high-quality care[ 1 , 2 ]. What sets Mini-CEX apart is its unique structure, with each encounter addressing different clinical issues and being allocated 20 minutes, with 15 minutes for the interaction and 5 minutes for feedback.[ 3 ]This structure aligns with the 'Does' level of Miller's pyramid, which denotes the application of knowledge and skills in practice[ 4 , 5 ]. It has been reported that the faculty's lack of direct observation during patient encounters is due to limited availability. However, direct observation is critical for assessing clinical skills, including interviewing and counseling skills[ 1 – 6 ]. Notably, to the best of our knowledge, it is the very first time to incorporate the consistent performance of mini-CEX for more than four years as a workplace-based assessment tool in the pediatric Department at Shahid Beheshti University of Medical Sciences in Iran. Therefore, introducing the Mini Clinical Evaluation Exercise (Mini-CEX) is a significant step in addressing the clinical competency gap. This tool is unique and is crucial in sensitizing the faculty and interns. It provides a platform for analyzing their perceptions and feedback on implementing the tool in the Department, enhancing their professional development. Methods and Materials This quasi-experimental study was performed from September 2023 to June 2024 2020 among interns assigned to the pediatric rotation in Mofid Children's Hospital of Tehran for four weeks. Mini-CEX was introduced as a formative assessment tool after the faculty had been sensitized and trained. Each intern was exposed to one encounter in a work-based setting. The Mini-CEX tool developed by the American Board of Internal Medicine (ABIM, 2007) was validated and verified to be utilized for direct observation to rate 60 Mini-CEX encounters assessed by four fully trained faculty assessors[ 1 ]. The assessment is discussed with the trainees. During every encounter, the assessor records the date, the type of visit (new or follow-up), the setting (ambulatory, inpatient, outpatient), the minutes spent monitoring the encounter, and the total time spent giving feedback. The validated faculty feedback and the intern feedback questionnaires with likert scale [ 1 – 5 ] The mentioned questioner used for revealing their satisfaction levels from instant feedback. The collected data underwent qualitative and quantitative analyses. We calculated the interns' mean and median satisfaction scores using the Mini-CEX assessment. Quantitative and qualitative feedback was gathered from the faculty and interns via a feedback questionnaire. Additionally, mean satisfaction scores for each Mini-CEX encounter were calculated. The competencies of interns were assessed on a 5-point Likert scale. A mini clinical evaluation exercise was performed, and students were marked on a 5-point Likert scale on seven domains: professionalism, history taking, physical examination, appropriate differential diagnosis, wise interpretation of provided para clinic, clinical reasoning, and appropriate decision-making. Marks from 1 to 3 were considered unsatisfactory, and a score of 4 to 5 was included in the satisfactory group[ 5 , 6 ]. Table 1 Correlation between Feedback & Satisfaction Scores The mentioned questioner used for revealing their satisfaction levels from instant feedback. The collected data underwent qualitative and quantitative analyses. We calculated the interns' mean and median satisfaction scores using the Mini-CEX assessment. Quantitative and qualitative feedback was gathered from the faculty and interns via a feedback questionnaire. Additionally, mean satisfaction scores for each Mini-CEX encounter were calculated. The competencies of interns were assessed on a 5-point Likert scale. A mini clinical evaluation exercise was performed, and students were marked on a 5-point Likert scale on seven domains: professionalism, history taking, physical examination, appropriate differential diagnosis, wise interpretation of provided para clinic, clinical reasoning, and appropriate decision-making. Marks from 1 to 3 were considered unsatisfactory, and a score of 4 to 5 was included in the satisfactory group[ 5 , 6 ]. Results Correlation coefficients are powerful tools for assessing the strength and direction of the linear connections between pairs of variables. The correlation is 0.678 revealing a significant relation between feedback and attendee satisfaction levels[table 1]. A positive coefficient indicates that as the value of the independent variable increases, the mean of the dependent variable also tends to increase[ 7 ] [table 2] Qualitative analysis revealed that most interns in our study shared their positive experiences, with immediate feedback being a particularly engaging aspect[ 8 ]. This positive feedback underscores the significant impact of the Mini-CEX on their learning experience. Previous studies, such as those by Overeem [ 9 ], have highlighted higher satisfaction with narrative feedback, while Govaerts [ 10 ] suggested that narrative feedback is instrumental in improving training evaluation. The interns' positive feedback is a testament to the effectiveness of Mini-CEX in enhancing their learning experience. Conclusions Workplace-based assessments are crucial as they drive ongoing supervision, feedback, and individual introspection, leading to substantial professional growth. However, it is essential to only partially depend on them to certify competence, as using them may decrease their training effectiveness. Instead, the results should be considered along with other assessment methods to achieve a well-rounded and accurate evaluation of professional competence. Limitations Due to the faculty staff's lack of time, we identified significant practical challenges in organizing and carrying out mini-CEX assessments in the workplace. Declarations "All participants in the study have provided their consent to participate and for the publication of the research findings. This consent was obtained in accordance with the protocols approved by the ethics committee. In instances where individual consent was not required, the ethics committee has waived the need for such consent, affirming that the study complies with all ethical standards." "Declaration of Generative Al and Al-assisted Technologies in the Writing Process" Statement: During the preparation of this work the author(s) used Grammerlyin order to paraphrasing . After using this tool/service, the author(s) reviewed and edited the content as needed and take(s) full responsibility for the content of the publication. Author Contribution F.M and M.N wrote the script. N.J gathered the data and M.H analysis the data .Sh.N prepared the tables and M.J and K.V contributed the literature review and all authors reviewed the manuscript. References Devaprasad PS. Introduction of Mini Clinical Evaluation Exercise as an Assessment Tool for M.B.B.S. Interns in the Department of Orthopaedics. Indian J Orthop. 2023 Apr 9;57(5):714-717. doi: 10.1007/s43465-023-00866-x. PMID: 37122673; PMCID: PMC10098224. Rai P, Goel A, Bhat SK, Singh A, Srivastava R, Singh S. Assessing Residents in the Department of Surgery at a Tertiary Care Centre Using Mini-Clinical Evaluation Exercise (Mini-CEX). Cureus. 2024 Apr 11;16(4):e58011. doi: 10.7759/cureus.58011. PMID: 38606026; PMCID: PMC11007447. Liao, KC., Pu, SJ., Liu, MS. et al. Development and implementation of a mini-Clinical Evaluation Exercise (mini-CEX) program to assess the clinical competencies of internal medicine residents: from faculty development to curriculum evaluation. BMC Med Educ 13 , 31 (2013). https://doi.org/10.1186/1472-6920-13-31 Ali, L., Jamil, B., Mehsud, N., Hayat, F., Hanif, M., Khan, M., & Raheel, M. (2022). ROLE OF MINI-CEX IN UROLOGY BY DEFINING THE PERCEPTIONS AND COMPARISON OF RESPONDENTS ON ATTRIBUTES, DOMAINS AND MINI CEX SCORES. American Journal of Health, Medicine and Nursing Practice. Hosseini A, Fathi M, Saadati N, Vahidshahi K, Nasehi M, Karbasian F, Sayyari A, Malek F, Hajipour M. A comprehensive study of modified three-month pediatrics training curriculum at Shahid Beheshti University of Medical Sciences and its impact on student satisfaction. BMC Med Educ. 2024 Apr 22;24(1):433. doi: 10.1186/s12909-024-05408-z. PMID: 38649933; PMCID: PMC11036761. Nesbitt A, Pitcher A, James L, Sturrock A, Griffin A. Written feedback on supervised learning events. The Clinical Teacher. 2014;11(4):279-83. Mukaka MM. Statistics corner: A guide to appropriate use of correlation coefficient in medical research. Malawi Med J. 2012 Sep;24(3):69-71. PMID: 23638278; PMCID: PMC3576830. vereem K, Lombarts MJ, Arah OA, Klazinga NS, Grol RP, Wollersheim HC. Three methods of multi-source feedback compared: a plea for narrative comments and coworkers’ perspectives. Medical Teacher. 2010;32:141–147. doi: 10.3109/01421590903144128. Goel A, Singh T. The usefulness of mini clinical evaluation exercise as a learning tool in different pediatric clinical settings. International Journal of Applied and Basic Medical Research. 2015;5:S32–S34. doi: 10.4103/2229-516X.162266. Tables Tables 1 and 2 are available in the Supplementary Files section. Additional Declarations No competing interests reported. Supplementary Files Tables.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4731994","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":327778424,"identity":"1790b17f-8e9e-4bed-b1ee-f66b19b52787","order_by":0,"name":"Fatemeh Malek","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA50lEQVRIie3PsQrCMBCA4ZSDdDlxk0DFZwgIRXDwVTLVJYIPICoIuoiu+ha6OEeCnQTXjoLg4BQQxEHU6OTU1k0w/xBIuA8uhLhcP5jfJ54i6tGbAih7Z+VMgnbOEvDmIypeBPOTxQ75+yGblPRemS0FovF8Sjo1JL7eLFJJEPH1LEHqDQqruoztYhhFSRppBIJrNAwBCquqpJYwDFMJBk2jb4YzCnisynsuIrkmieAICIfWMB9pr8dbJRjQEFoThjTrL3ax5f4aK9HY6cNZXrqVoq/jVPIZZe8z7/grMN9Mu1wu1//0BLT6ST2DLnlPAAAAAElFTkSuQmCC","orcid":"","institution":"Shahid Beheshti University of Medical Sciences","correspondingAuthor":true,"prefix":"","firstName":"Fatemeh","middleName":"","lastName":"Malek","suffix":""},{"id":327778425,"identity":"c9b1f74e-2b5b-4eb2-89e0-d1bbec6746ab","order_by":1,"name":"Mohammadmahdi Nasehi","email":"","orcid":"","institution":"Mofid Children's Hospital, Shahid Beheshti University of Medical Sciences","correspondingAuthor":false,"prefix":"","firstName":"Mohammadmahdi","middleName":"","lastName":"Nasehi","suffix":""},{"id":327778426,"identity":"638fcef2-b1a0-4fcb-b964-674e106fcc57","order_by":2,"name":"Kourosh Vahidshahi","email":"","orcid":"","institution":"Shahid Modarres Hospital, Shahid Beheshti University of Medical Sciences","correspondingAuthor":false,"prefix":"","firstName":"Kourosh","middleName":"","lastName":"Vahidshahi","suffix":""},{"id":327778427,"identity":"51053012-a01d-40e9-a9c5-6305e3a4a783","order_by":3,"name":"Narjes Jafari","email":"","orcid":"","institution":"Mofid Children's Hospital, Shahid Beheshti University of Medical Sciences","correspondingAuthor":false,"prefix":"","firstName":"Narjes","middleName":"","lastName":"Jafari","suffix":""},{"id":327778428,"identity":"3c9d5dfa-4471-465d-93aa-ed4c109009d4","order_by":4,"name":"Shiva Nazari","email":"","orcid":"","institution":"Shahid Beheshti University of Medical Sciences","correspondingAuthor":false,"prefix":"","firstName":"Shiva","middleName":"","lastName":"Nazari","suffix":""},{"id":327778429,"identity":"00f010c2-f2c4-4c9b-aabd-6ea0e4a67c8b","order_by":5,"name":"Amirhossein Hosseini","email":"","orcid":"","institution":"Shahid Beheshti University of Medical Sciences","correspondingAuthor":false,"prefix":"","firstName":"Amirhossein","middleName":"","lastName":"Hosseini","suffix":""},{"id":327778430,"identity":"213b2e0d-6ae6-4ddc-8d93-7c7315aed42e","order_by":6,"name":"Mahmood Hajipor","email":"","orcid":"","institution":"Shahid Beheshti University of Medical Sciences","correspondingAuthor":false,"prefix":"","firstName":"Mahmood","middleName":"","lastName":"Hajipor","suffix":""},{"id":327778431,"identity":"dbc8dab4-a3ad-4504-bc69-e0bcc3e90e22","order_by":7,"name":"Mohsen Javadzadeh","email":"","orcid":"","institution":"Mofid Children's Hospital, Shahid Beheshti University of Medical Sciences","correspondingAuthor":false,"prefix":"","firstName":"Mohsen","middleName":"","lastName":"Javadzadeh","suffix":""}],"badges":[],"createdAt":"2024-07-12 17:46:42","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4731994/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4731994/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":60649041,"identity":"5c500d1b-93ce-4c58-8f49-5475484a7d59","added_by":"auto","created_at":"2024-07-19 05:54:00","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":219451,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4731994/v1/28b98fbe-089e-40c3-aad2-21db17fea28d.pdf"},{"id":60649040,"identity":"c5ce9417-f280-4b03-bedd-da6085f27bd9","added_by":"auto","created_at":"2024-07-19 05:53:56","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":327489,"visible":true,"origin":"","legend":"","description":"","filename":"Tables.docx","url":"https://assets-eu.researchsquare.com/files/rs-4731994/v1/c9fa0731807a0d42249d4acf.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Introducing Mini Clinical Evaluation Exercise for Intern Assessment in Shahid Beheshti University's Pediatrics Department","fulltext":[{"header":"Background","content":"\u003cp\u003eThe current evaluation framework in medical education predominantly focuses on summative assessment. In this context, the mini-clinical evaluation exercise (mini-CEX) emerges as a distinctive formative workplace-based assessment tool[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Its formative nature and practical approach offer a unique way to evaluate clinical competency skills. The structured feedback it provides students and faculty is pivotal in their learning and teaching journey. The brief, 10 to 20-minute encounters assess crucial clinical skills, attitudes, and behaviors necessary for delivering high-quality care[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. What sets Mini-CEX apart is its unique structure, with each encounter addressing different clinical issues and being allocated 20 minutes, with 15 minutes for the interaction and 5 minutes for feedback.[\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]This structure aligns with the 'Does' level of Miller's pyramid, which denotes the application of knowledge and skills in practice[\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIt has been reported that the faculty's lack of direct observation during patient encounters is due to limited availability. However, direct observation is critical for assessing clinical skills, including interviewing and counseling skills[\u003cspan additionalcitationids=\"CR2 CR3 CR4 CR5\" citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. Notably, to the best of our knowledge, it is the very first time to incorporate the consistent performance of mini-CEX for more than four years as a workplace-based assessment tool in the pediatric Department at Shahid Beheshti University of Medical Sciences in Iran. Therefore, introducing the Mini Clinical Evaluation Exercise (Mini-CEX) is a significant step in addressing the clinical competency gap. This tool is unique and is crucial in sensitizing the faculty and interns. It provides a platform for analyzing their perceptions and feedback on implementing the tool in the Department, enhancing their professional development.\u003c/p\u003e"},{"header":"Methods and Materials","content":"\u003cp\u003eThis quasi-experimental study was performed from September 2023 to June 2024 2020 among interns assigned to the pediatric rotation in Mofid Children's Hospital of Tehran for four weeks.\u003c/p\u003e \u003cp\u003eMini-CEX was introduced as a formative assessment tool after the faculty had been sensitized and trained. Each intern was exposed to one encounter in a work-based setting. The Mini-CEX tool developed by the American Board of Internal Medicine (ABIM, 2007) was validated and verified to be utilized for direct observation to rate 60 Mini-CEX encounters assessed by four fully trained faculty assessors[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. The assessment is discussed with the trainees. During every encounter, the assessor records the date, the type of visit (new or follow-up), the setting (ambulatory, inpatient, outpatient), the minutes spent monitoring the encounter, and the total time spent giving feedback. The validated faculty feedback and the intern feedback questionnaires with likert scale [\u003cspan additionalcitationids=\"CR2 CR3 CR4\" citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eThe mentioned questioner used for revealing their satisfaction levels from instant feedback. The collected data underwent qualitative and quantitative analyses. We calculated the interns' mean and median satisfaction scores using the Mini-CEX assessment. Quantitative and qualitative feedback was gathered from the faculty and interns via a feedback questionnaire. Additionally, mean satisfaction scores for each Mini-CEX encounter were calculated. The competencies of interns were assessed on a 5-point Likert scale.\u003c/p\u003e \u003cp\u003eA mini clinical evaluation exercise was performed, and students were marked on a 5-point Likert scale on seven domains: professionalism, history taking, physical examination, appropriate differential diagnosis, wise interpretation of provided para clinic, clinical reasoning, and appropriate decision-making. Marks from 1 to 3 were considered unsatisfactory, and a score of 4 to 5 was included in the satisfactory group[\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;1 Correlation between Feedback \u0026amp; Satisfaction Scores\u003c/p\u003e \u003cp\u003eThe mentioned questioner used for revealing their satisfaction levels from instant feedback. The collected data underwent qualitative and quantitative analyses. We calculated the interns' mean and median satisfaction scores using the Mini-CEX assessment. Quantitative and qualitative feedback was gathered from the faculty and interns via a feedback questionnaire. Additionally, mean satisfaction scores for each Mini-CEX encounter were calculated. The competencies of interns were assessed on a 5-point Likert scale.\u003c/p\u003e \u003cp\u003eA mini clinical evaluation exercise was performed, and students were marked on a 5-point Likert scale on seven domains: professionalism, history taking, physical examination, appropriate differential diagnosis, wise interpretation of provided para clinic, clinical reasoning, and appropriate decision-making. Marks from 1 to 3 were considered unsatisfactory, and a score of 4 to 5 was included in the satisfactory group[\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eCorrelation coefficients are powerful tools for assessing the strength and direction of the linear connections between pairs of variables. The correlation is 0.678 revealing a significant relation between feedback and attendee satisfaction levels[table 1].\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eA positive coefficient indicates that as the value of the independent variable increases, the mean of the dependent variable also tends to increase[\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]\u003c/p\u003e \u003cp\u003e[table 2]\u003c/p\u003e \u003cp\u003eQualitative analysis revealed that most interns in our study shared their positive experiences, with immediate feedback being a particularly engaging aspect[\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. This positive feedback underscores the significant impact of the Mini-CEX on their learning experience. Previous studies, such as those by Overeem [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e], have highlighted higher satisfaction with narrative feedback, while Govaerts [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e] suggested that narrative feedback is instrumental in improving training evaluation. The interns' positive feedback is a testament to the effectiveness of Mini-CEX in enhancing their learning experience.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eWorkplace-based assessments are crucial as they drive ongoing supervision, feedback, and individual introspection, leading to substantial professional growth. However, it is essential to only partially depend on them to certify competence, as using them may decrease their training effectiveness. Instead, the results should be considered along with other assessment methods to achieve a well-rounded and accurate evaluation of professional competence.\u003c/p\u003e "},{"header":"Limitations","content":" \u003cp\u003eDue to the faculty staff's lack of time, we identified significant practical challenges in organizing and carrying out mini-CEX assessments in the workplace.\u003c/p\u003e "},{"header":"Declarations","content":"\u003cp\u003e\u0026quot;All participants in the study have provided their consent to participate and for the publication of the research findings. This consent was obtained in accordance with the protocols approved by the ethics committee. In instances where individual consent was not required, the ethics committee has waived the need for such consent, affirming that the study complies with all ethical standards.\u0026quot;\u003c/p\u003e\n\u003cp\u003e\"Declaration of Generative Al and Al-assisted Technologies in the Writing Process\" Statement: During the preparation of this work the author(s) used Grammerlyin order to paraphrasing .\u003c/p\u003e \u003cp\u003e After using this tool/service, the author(s) reviewed and edited the content as needed and take(s) full responsibility for the content of the publication.\u003c/p\u003e\n\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eF.M and M.N wrote the script. N.J gathered the data and M.H analysis the data .Sh.N prepared the tables and M.J and K.V contributed the literature review and all authors reviewed the manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eDevaprasad PS. Introduction of Mini Clinical Evaluation Exercise as an Assessment Tool for M.B.B.S. Interns in the Department of Orthopaedics. Indian J Orthop. 2023 Apr 9;57(5):714-717. doi: 10.1007/s43465-023-00866-x. PMID: 37122673; PMCID: PMC10098224.\u003c/li\u003e\n\u003cli\u003eRai P, Goel A, Bhat SK, Singh A, Srivastava R, Singh S. Assessing Residents in the Department of Surgery at a Tertiary Care Centre Using Mini-Clinical Evaluation Exercise (Mini-CEX). Cureus. 2024 Apr 11;16(4):e58011. doi: 10.7759/cureus.58011. PMID: 38606026; PMCID: PMC11007447.\u003c/li\u003e\n\u003cli\u003eLiao, KC., Pu, SJ., Liu, MS. \u003cem\u003eet al.\u003c/em\u003e Development and implementation of a mini-Clinical Evaluation Exercise (mini-CEX) program to assess the clinical competencies of internal medicine residents: from faculty development to curriculum evaluation. \u003cem\u003eBMC Med Educ\u003c/em\u003e \u003cstrong\u003e13\u003c/strong\u003e, 31 (2013). https://doi.org/10.1186/1472-6920-13-31\u003c/li\u003e\n\u003cli\u003eAli, L., Jamil, B., Mehsud, N., Hayat, F., Hanif, M., Khan, M., \u0026amp; Raheel, M. (2022). ROLE OF MINI-CEX IN UROLOGY BY DEFINING THE PERCEPTIONS AND COMPARISON OF RESPONDENTS ON ATTRIBUTES, DOMAINS AND MINI CEX SCORES. American Journal of Health, Medicine and Nursing Practice.\u003c/li\u003e\n\u003cli\u003eHosseini A, Fathi M, Saadati N, Vahidshahi K, Nasehi M, Karbasian F, Sayyari A, Malek F, Hajipour M. A comprehensive study of modified three-month pediatrics training curriculum at Shahid Beheshti University of Medical Sciences and its impact on student satisfaction. BMC Med Educ. 2024 Apr 22;24(1):433. doi: 10.1186/s12909-024-05408-z. PMID: 38649933; PMCID: PMC11036761.\u003c/li\u003e\n\u003cli\u003eNesbitt A, Pitcher A, James L, Sturrock A, Griffin A. Written feedback on supervised learning events. The Clinical Teacher. 2014;11(4):279-83.\u003c/li\u003e\n\u003cli\u003eMukaka MM. Statistics corner: A guide to appropriate use of correlation coefficient in medical research. Malawi Med J. 2012 Sep;24(3):69-71. PMID: 23638278; PMCID: PMC3576830.\u003c/li\u003e\n\u003cli\u003evereem K, Lombarts MJ, Arah OA, Klazinga NS, Grol RP, Wollersheim HC. Three methods of multi-source feedback compared: a plea for narrative comments and coworkers\u0026rsquo; perspectives. \u003cem\u003eMedical Teacher. \u003c/em\u003e2010;32:141\u0026ndash;147. doi: 10.3109/01421590903144128.\u003c/li\u003e\n\u003cli\u003eGoel A, Singh T. The usefulness of mini clinical evaluation exercise as a learning tool in different pediatric clinical settings. \u003cem\u003eInternational Journal of Applied and Basic Medical Research. \u003c/em\u003e2015;5:S32\u0026ndash;S34. doi: 10.4103/2229-516X.162266. \u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003eTables 1 and 2 are available in the Supplementary Files section.\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"mini clinical evaluation, education, professanilsm","lastPublishedDoi":"10.21203/rs.3.rs-4731994/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4731994/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eIntroducing the Mini Clinical Evaluation Exercise (Mini-CEX) as a workplace-based assessment tool at Shahid Beheshti University of Medical Sciences in Iran significantly advances medical education evaluation. By incorporating consistent mini-clinical evaluations, we aim to address the clinical competency gap by sensitizing faculty and interns and providing structured feedback. The brief, 10 to 20-minute encounters focus on evaluating crucial clinical skills, but the comprehensive nature of the Mini-CEX genuinely sets it apart. This comprehensive process allows for simultaneous evaluation of trainees' clinical skills and provides valuable feedback on their performance, enhancing the learning process and improving clinical competency. The comprehensive nature of Mini-CEX ensures a well-rounded evaluation, instilling confidence in its effectiveness. Multiple examiners for multiple cases are utilized to minimize inter-rater bias, making the Mini-CEX a comprehensive and practical assessment tool that positively impacts professional growth.\u003c/p\u003e","manuscriptTitle":"Introducing Mini Clinical Evaluation Exercise for Intern Assessment in Shahid Beheshti University's Pediatrics Department","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-07-19 05:53:52","doi":"10.21203/rs.3.rs-4731994/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"8f47db81-cee7-47e5-9b70-5e33c9980408","owner":[],"postedDate":"July 19th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-07-19T05:53:52+00:00","versionOfRecord":[],"versionCreatedAt":"2024-07-19 05:53:52","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4731994","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4731994","identity":"rs-4731994","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}