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Adaptation, psychometric properties, and implementation of the Mini‐CEX in dental clerkship
Author(s) -
Véliz Claudia,
FuentesCimma Javiera,
FuentesLópez Eduardo,
Riquelme Arnoldo
Publication year - 2021
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/jdd.12462
Subject(s) - medical education , psychology , clinical clerkship , delphi method , reliability (semiconductor) , internal consistency , peer evaluation , cronbach's alpha , adaptation (eye) , educational measurement , medicine , family medicine , psychometrics , curriculum , higher education , clinical psychology , pedagogy , computer science , power (physics) , physics , artificial intelligence , neuroscience , political science , law , quantum mechanics
Background Workplace‐based assessment is a key component of dental‐student clerkships, allowing students to demonstrate clinical proficiency. Purpose This study adapts the Mini‐Clinical Evaluation Exercise (Mini‐CEX) to a dentistry‐program clerkship, analyzing the results and examining the psychometric properties of Mini‐CEX. Methods First, Delphi panel methodology was used to ensure content validity. Mini‐CEX was then piloted in the dental‐clerkship program, with each student assessed by at least 2 supervisors and a peer student. Subsequently, psychometric properties, acceptability, and observation time were analyzed. Results The study was conducted between July and November 2019. Overall, 140 Mini‐CEX evaluation exercises were carried out on 30 students by 84 supervisors and 56 peers. The adapted instrument was found to be unidimensional, obtaining an acceptable internal consistency (α = 0.74). As the assessor type changed, there were differences in observation time; the medians (Q1–Q3) were 10 minutes (5–15) for supervisors and 30 minutes (20‐45) for peer students ( P < 0.001). This difference was also observed in assessor perceptions ( P < 0.001), with supervisors scoring a median of 6 (6–6.75) and peer students scoring a median of 7 (6–7). No differences were found between supervisor and peer scores. Conclusion The adapted version of Mini‐CEX can objectively assess the clinical performance of dental students, achieving validity and reliability values similar to those obtained in the original instrument.