學院

醫學院

系所

職能治療學系

題名

Using the mini-CEX for Teaching Evaluation in Mental Health Occupational Therapy Clinical Fieldwork

作者

Liu, Y-C., Huang, P-C., Chu, C-L., Hsu, W-Y., Chen, P-S., & Lin, K-C.*

期刊名稱

Journal of Taiwan Occupational Therapy Research and Practice（台灣職能治療研究與實務雜誌，非SCI/SSCI）

發表日期

2018

著作性質

原著

語文

英文

關鍵字

mini-CEX, occupational therapy, allied health education

摘要

Objective: Teaching and evaluation of practice skills in clinical fieldwork is crucial for occupational therapy (OT) internship. Traditional training relies on mentorship, where the trainees observe and duplicate decision making and actions of her/his mentors, and the mentors provide feedback to students’ performance. An objective tool for evaluating teaching and learning effectiveness of OT education is needed. Thus, this study aims to evaluate the appropriateness of mini-CEX (mini Clinical Evaluation Exercise) in teaching and learning in OT internship in a mental health setting.

Methods: This was a retrospective design study. Data were collected at a medical center in southern Taiwan from July 2011 to December 2015. Forty OT students under psychiatric internship were evaluated by their mentors. Statistical analyses including descriptive statistics and paired sample t tests were conducted. Narrative information from the students’ mentors was studied to help interpret the results.

Results: A total of 296 mini-CEX evaluations on student performance were conducted by two supervisors. Data from forty interns were analyzed. Thirty-six OT interns involved in 6~9 evaluations individually. And the rest of four OT interns involved in 5 evaluations. Among all evaluations, the most frequently evaluated skills were medical interviewing (100%), organization/efficiency (97.97%), humanistic qualities/professionalism (94.93%), and clinical judgments (94.93%), followed by counseling (53.38%), physical examination (18.24%), and clinical competence (6.42%). Acquired scores clustered around 2~3 points, with humanistic qualities/professionalism, medical interviewing, and organization/efficiency at the higher end, and physical examination and counseling at the lower end. As for the improvements from the pre- to post-evaluations, medical interviewing, humanistic qualities/professionalism, and clinical judgment skills achieved statistical significance.

Conclusions. Mini-CEX could be a practical tool for OT education for interns. Our results reveal that some skills listed in the mini-CEX could be consistently assessed in OT education, while certain skills (i.e. physical examination and clinical competence) may often be omitted due to its lack of applicability. Our results suggest that, while utilizing objective evaluation tools, such as the mini-CEX, commonly used across professions may facilitate communication among professions when evaluating interns’ learning effectiveness, we should use it with caution as certain items may not suitable to OT education.