An Evaluation of the Mini-CEX in Clinical Teaching of Chinese Medicine

10.6145/jme.202112_25(4).0002

Tsung-Ju Li；Yu-Chen Lee；Lun-Chien Lo；Wen-Chao Ho；Hen-Hong Chang

mini-CEX ； clinical evaluation expertise ； clinical teaching ； chinese medicine

Journal of Medical Education

25卷4期（2021 / 12 / 01）

186 - 195

英文

Purpose: The purpose of this study was to evaluate the mini-Clinical Evaluation Exercise (mini-CEX) as a formative assessment tool among teaching hospital residents practicing Chinese and Western medicine. We explored how the mini-CEX affects practical aspects of postgraduate clinical teaching of Chinese Medicine and the impact of this tool upon learning. Methods: Mini-CEX assessments covering the period from January 2016 through December 2018 were collected from the Chinese Medicine Department in China Medical University (Taichung, Taiwan) and included 12 residents and 8 associates. A total of 163 mini-CEX assessments occurred in Chinese medicine and 49 in Western medicine. Results: The Cronbach's alpha of the mini-CEX evaluated in Chinese medicine teaching was 0.95, indicating reliable internal consistency. No significant differences were observed between gender and the training groups. The average Chinese medicine scores were higher than those of Western medicine, although the between-group difference was not significant. The text mining technique identified the keyword ＂inquiry＂ as the most frequent in the comments. Most of the teachers' comments focused on history taking. Conclusions: Our results show that the mini-CEX can be used in clinical teaching of Chinese medicine, although follow-up interviews with all residents and teaching personnel are needed to record their perception of this tool, its impact on learning and professional development, as well as its validity and user satisfaction.

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