Resumen
Objectives
To investigate those year-4 and year-5 undergraduate dental students´ clinical examination skills that needed improvement assessed using a modified Mini-CEX form.
Methods
At the beginning of the 2017 academic year the Mini-CEX was implemented as a formative assessment for all 81 year-4 (Y4) and 63 year-5 (Y5) students working at the child and adult dental clinics. Every new patient attending these clinics was evaluated by a Y4 or Y5 student following a standardise protocol, and assessed by an observing faculty using a modified 14-items Mini-CEX paper form, previously agreed in a Delphi panel of experts and piloted in 2016.
At the end of the first semester, all Mini-CEX forms were counted and descriptively analysed. Those forms that were assessed as “below expectation” and “borderline” for Y4 and Y5 students were statistically compared. Further, free text from all Mini-CEX student-faculty “agreed challenges” were grouped into themes and compered.
Results
A total of 1.252 Mini-CEX forms were collected (average of 8.7 forms each student). There was a significant lower percentage of students “below expectation” and “borderline” in Y5 compared to Y4 both in child and adult clinics (p>0.001); though the number of students who needed to improve was bigger in Y4 child clinic. Competencies required to make most progress were “intra- and extra-oral examination”, “basic knowledge and diagnostic skills” and “treatment and prognosis plan congruent with the diagnosis” (Table 1). The best assessed competencies in both cohorts were “caring behaviour”, “communicating and listening”, “clean and tidy dress” and “biosecurity measures”.
The most recurrent themes from the agreed challenges in both clinical years were sequence of diagnosis, prognosis rationale and multidisciplinary view.
Conclusions
The Mini-CEX helped us to better focus our clinical undergraduate training on clinical examination skills with a multidisciplinary approach in order to improve the diagnosis and prognosis of our patients.
To investigate those year-4 and year-5 undergraduate dental students´ clinical examination skills that needed improvement assessed using a modified Mini-CEX form.
Methods
At the beginning of the 2017 academic year the Mini-CEX was implemented as a formative assessment for all 81 year-4 (Y4) and 63 year-5 (Y5) students working at the child and adult dental clinics. Every new patient attending these clinics was evaluated by a Y4 or Y5 student following a standardise protocol, and assessed by an observing faculty using a modified 14-items Mini-CEX paper form, previously agreed in a Delphi panel of experts and piloted in 2016.
At the end of the first semester, all Mini-CEX forms were counted and descriptively analysed. Those forms that were assessed as “below expectation” and “borderline” for Y4 and Y5 students were statistically compared. Further, free text from all Mini-CEX student-faculty “agreed challenges” were grouped into themes and compered.
Results
A total of 1.252 Mini-CEX forms were collected (average of 8.7 forms each student). There was a significant lower percentage of students “below expectation” and “borderline” in Y5 compared to Y4 both in child and adult clinics (p>0.001); though the number of students who needed to improve was bigger in Y4 child clinic. Competencies required to make most progress were “intra- and extra-oral examination”, “basic knowledge and diagnostic skills” and “treatment and prognosis plan congruent with the diagnosis” (Table 1). The best assessed competencies in both cohorts were “caring behaviour”, “communicating and listening”, “clean and tidy dress” and “biosecurity measures”.
The most recurrent themes from the agreed challenges in both clinical years were sequence of diagnosis, prognosis rationale and multidisciplinary view.
Conclusions
The Mini-CEX helped us to better focus our clinical undergraduate training on clinical examination skills with a multidisciplinary approach in order to improve the diagnosis and prognosis of our patients.
| Idioma original | Inglés |
|---|---|
| Páginas | 1-16 |
| Número de páginas | 16 |
| Estado | Publicada - 2018 |
| Evento | IADR/AADR/CADR General Session & Exhibition - Vancouver, Canadá Duración: 19 jul. 2019 → 22 jul. 2019 |
Otros
| Otros | IADR/AADR/CADR General Session & Exhibition |
|---|---|
| País/Territorio | Canadá |
| Ciudad | Vancouver |
| Período | 19/07/19 → 22/07/19 |