The formative and summative use of mini-CEx assessments with undergraduate medical students
The formative and summative use of mini-CEx assessments with undergraduate medical students
Aim: the paper reports on the introduction of the mini-CEx at the Medical School in Southampton in 2004-5 and changes made in 2005-6. It outlines the findings of an evaluation that will be of interest to others planning to use this assessment.
Summary of work: a statistical analysis of 2,340 completed mini-CEx forms was undertaken, along with analysis of qualitative data from tape-recorded interviews with staff and students. The results led to changes that have been evaluated in a follow-up study.
Summary of results: the findings from the first evaluation were mostly positive but a range of problems and concerns were identified that will be described in the presentation. It was necessary to make a number of changes to the format and organisation. The recent evaluation shows that these changes have helped overcome many of the concerns.
Take home messages: the mini-CEx can be successfully adapted as a formative and summative assessment tool for undergraduate medical programmes. Staff and students prefer the mini-CEx to traditional long-case examinations and particularly value the formative aspects of the assessment.
Hill, F.
4a93e3c7-75bd-46b5-bef9-a93f64590d8d
Kendall, K.
7c1c7abc-513b-4da5-b99d-268cd1d8bc58
September 2006
Hill, F.
4a93e3c7-75bd-46b5-bef9-a93f64590d8d
Kendall, K.
7c1c7abc-513b-4da5-b99d-268cd1d8bc58
Hill, F. and Kendall, K.
(2006)
The formative and summative use of mini-CEx assessments with undergraduate medical students.
Association for Medical Education in Europe 2006, , Genoa, Italy.
13 Sep 2006 - 17 Sep 2007 .
Record type:
Conference or Workshop Item
(Paper)
Abstract
Aim: the paper reports on the introduction of the mini-CEx at the Medical School in Southampton in 2004-5 and changes made in 2005-6. It outlines the findings of an evaluation that will be of interest to others planning to use this assessment.
Summary of work: a statistical analysis of 2,340 completed mini-CEx forms was undertaken, along with analysis of qualitative data from tape-recorded interviews with staff and students. The results led to changes that have been evaluated in a follow-up study.
Summary of results: the findings from the first evaluation were mostly positive but a range of problems and concerns were identified that will be described in the presentation. It was necessary to make a number of changes to the format and organisation. The recent evaluation shows that these changes have helped overcome many of the concerns.
Take home messages: the mini-CEx can be successfully adapted as a formative and summative assessment tool for undergraduate medical programmes. Staff and students prefer the mini-CEx to traditional long-case examinations and particularly value the formative aspects of the assessment.
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Published date: September 2006
Venue - Dates:
Association for Medical Education in Europe 2006, , Genoa, Italy, 2006-09-13 - 2007-09-17
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Local EPrints ID: 142111
URI: http://eprints.soton.ac.uk/id/eprint/142111
PURE UUID: 34717f5d-61ba-4809-bad6-fd1d308d56b2
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Date deposited: 17 Jun 2010 13:14
Last modified: 10 Dec 2021 17:39
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