Hill, F and Kendall, K.
The formative and summative use of mini-CEx
assessments with undergraduate medical
At AMME (Association for Medical Education in Europe) 2006, Italy.
14 Sep 2006 - 18 Sep 2007 .
Full text not available from this repository.
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 fi ndings 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 fi ndings from the fi rst evaluation
were mostly positive but a range of problems and
concerns were identifi ed 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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