E-ISSN 2146-8354
 

Original Research 


Global curricular innovations at Rehman Medical College, Peshawar: the case for Mini-CEX

Mahrukh Ikram Shah, Iftikhar Qayum.

Abstract
Background: Mini-CEX is a formative assessment tool that is implementable, feasible, and acceptable for undergraduate work place based assessment. It also impacts future practice outcomes for graduates who have undergone Mini-CEX assessment in undergraduate training.
Objective: To evaluate the outcomes of undergraduate Mini-CEX training in graduates of Rehman Medical College (RMC) posted at two affiliated teaching hospitals of Peshawar, Khyber Pakhtunkhwa, Pakistan.
Methodology: The cross sectional study was conducted at Rehman Medical College, Peshawar and its two affiliated teaching hospitals from January to February 2017 through universal sampling to include 96 house officers (48 RMC graduates having Mini-CEX experience, and 48 graduates of other medical colleges without Mini-CEX experience), and their 12 clinical consultants. Two questionnaire-based surveys (faculty and graduates), were conducted to evaluate clinical performance, utilizing Kirkpatrick’s model for evaluation. Data analysis was done by SPSS 22.0 for descriptive statistics.
Results: The faculty survey for evaluating graduate performance yielded significant scores for attitude (p=0.02) and work ethics (p=0.002) of RMC graduates; 58.3% of the faculty regarded Mini-CEX as a valuable tool for improving clinical skills, attitude & perceptions during undergraduate clinical training. RMC graduates (p<0.001), attributed their preparedness, attitudes, work ethics, confidence, punctuality and response to duty to Mini-CEX; 50% agreed that Mini-CEX can be a good tool for formative assessment in undergraduate clinical training.
Conclusion: Mini-CEX can be a valuable valid and reliable work place based assessment tool with feasibility of implementation that can produce better outcomes.

Key words: Keywords: Formative Assessment; Outcomes; Mini-CEX; Work Place Based Assessment.


 
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How to Cite this Article
Pubmed Style

Shah MI, Qayum I, . Global curricular innovations at Rehman Medical College, Peshawar: the case for Mini-CEX. J Contemp Med Edu. 2020; 10(3): 78-83. doi:10.5455/jcme.20191025040027


Web Style

Shah MI, Qayum I, . Global curricular innovations at Rehman Medical College, Peshawar: the case for Mini-CEX. http://www.jcmedu.org/?mno=69763 [Access: April 20, 2020]. doi:10.5455/jcme.20191025040027


AMA (American Medical Association) Style

Shah MI, Qayum I, . Global curricular innovations at Rehman Medical College, Peshawar: the case for Mini-CEX. J Contemp Med Edu. 2020; 10(3): 78-83. doi:10.5455/jcme.20191025040027



Vancouver/ICMJE Style

Shah MI, Qayum I, . Global curricular innovations at Rehman Medical College, Peshawar: the case for Mini-CEX. J Contemp Med Edu. (2020), [cited April 20, 2020]; 10(3): 78-83. doi:10.5455/jcme.20191025040027



Harvard Style

Shah, M. I., Qayum, I. & (2020) Global curricular innovations at Rehman Medical College, Peshawar: the case for Mini-CEX. J Contemp Med Edu, 10 (3), 78-83. doi:10.5455/jcme.20191025040027



Turabian Style

Shah, Mahrukh Ikram, Iftikhar Qayum, and . 2020. Global curricular innovations at Rehman Medical College, Peshawar: the case for Mini-CEX. Journal of Contemporary Medical Education, 10 (3), 78-83. doi:10.5455/jcme.20191025040027



Chicago Style

Shah, Mahrukh Ikram, Iftikhar Qayum, and . "Global curricular innovations at Rehman Medical College, Peshawar: the case for Mini-CEX." Journal of Contemporary Medical Education 10 (2020), 78-83. doi:10.5455/jcme.20191025040027



MLA (The Modern Language Association) Style

Shah, Mahrukh Ikram, Iftikhar Qayum, and . "Global curricular innovations at Rehman Medical College, Peshawar: the case for Mini-CEX." Journal of Contemporary Medical Education 10.3 (2020), 78-83. Print. doi:10.5455/jcme.20191025040027



APA (American Psychological Association) Style

Shah, M. I., Qayum, I. & (2020) Global curricular innovations at Rehman Medical College, Peshawar: the case for Mini-CEX. Journal of Contemporary Medical Education, 10 (3), 78-83. doi:10.5455/jcme.20191025040027





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