| Theme: 7JJ The Teacher | |||
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| Students and faculties: matching points on the practical assessment |
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The mini cex was adopted as workplace-based assessment on the clinical skill discipline at the 5º semester of the medicine course.
We identified, with this decision, the need of faculty development with this tool
One workshop, on OSTE format, by semestre on 2013
Teachers had to answer pre-post tests on the workshops and make reports about the use of the minicex during the students’ bedside assessments.
The medical students analyzied the faculties’ competencies on assessment and teaching before: They answered a five-point scale survey
before and after the workshops analyzing these competencies.
Teachers evaluated very positively the faculty development program, and the students recognized a change on the faculty practice. The OSTE promoted the experience of the faculty assessment by peers, by students and a reflection about their own practice in a simulated scenario.
The Practical Assessment had improved and the faculty members are more confortable to use the Mini Cex.
Ten/14 facultys had participed on the first worksho and 10/14 on the second. Seven had participated of both workshops
During the workshops: Faculties received positive feedback from their peers and students-actors on the OSTE.
100% from Faculties felt improvement on their knowledge: They evaluated the process as excellent (70%) and good (30%) in a scale varying between poor, regular, good and excellent.
The students had a positive judgment of the faculty practice, but students of 2013.1 semester recognized better the faculty improvement than the 2013.2, even if the survey results showed that the 2013.1 group, 26% perceived a positive change on the faculty practice and the 2013.2 group recognized the positive change in 46%.
A faculty development program and the continuous evaluation of the process by the faculties and students are fundamental on the course structuration.
- Boillat, M; Bethune, C; Ohle, E; Steinert, Y. Twelve tips for using the Objective Structured Teaching Exercise for faculty development. Medical Teacher, 2012; 34:269-273.
- Weston, P.S.J & Smith,C.A. The use of mini-cex in UK foundation training six years following its introduction: Lessosn still to be learned and the benefit of formal teaching regarding its utility. Medical Teacher, 2014; 36:155-163.
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