Unveiling Potential: Using A Mixed-Methods Approach To Explore The Influence Of Mini-CEX-Associated Feedback On Students’ OSCE Performance

Abstract

Objectives:

Objective Structured Clinical Examination (OSCE) and Mini-Clinical Evaluation Exercise (Mini-CEX) on a continuum allow for appropriate assessment of clinical skills. At Shifa College of Medicine (SCM) both assessment strategies are implemented. Mini-CEX-associated feedback is intended to help learners perform well during summative OSCE. This study was conducted to determine the interplay between mini-CEX and end-of-clerkship OSCE performance of fourth-year undergraduate medical students and to understand their perspectives regarding the effectiveness of feedback provided following mini-CEX encounters.

Methods:

This cross-sectional study employed a Mixed-Methods approach. One Hundred fourth-year students, rotating through different clinical clerkships, were invited to participate. Survey responses and students’ OSCE and mini-CEX were quantitatively analyzed using descriptive statistics and Pearson’s coefficient. Thematic analysis of the comments on the survey and focus group discussions provided an in-depth understanding of the process.

Results:

Survey analysis showed that respondents agreed with current practices of mini-CEX assessments and associated feedback and considered them suitable for appropriate learning and assessment. Statistical analysis revealed a significant positive correlation between two sets of scores.

(r = 0.692).

Thematic analysis of Focus group discussions provided insight into the process and external factors, i.e., resources, exam setting, duration, scheduling, scoring schemes, and preceptors, and their influence on the quality of the assessment activity, associated feedback, and its effectiveness on our learners’ performances.

Conclusion:

From this study, we gathered that mini-CEX has been an invaluable learning opportunity for our students. Its associated feedback positively impacted their academic performance. Moreover, it was concluded that the overall impact can be improved by training the faculty and students alike to provide and optimally utilize feedback.