Application of Mini-CEX combined with DOPS supported by WeChat in assessment of clinical teaching in oncology

doi:10.3760/cma.j.cn115259-20190423-00312

Chinese Journal of Medical Education ›› 2020, Vol. 40 ›› Issue (5): 362-366.DOI: 10.3760/cma.j.cn115259-20190423-00312

Application of Mini-CEX combined with DOPS supported by WeChat in assessment of clinical teaching in oncology

Liu Hongzhi¹, Xiao Yingsheng², Li Zhifeng³, Huang Ruihong⁴, Xu Shaowei⁵, Zhang Yongqu⁶, Zhang Fan⁷, Chen Shaobin⁸, Chen Lei³, Zeng De³

¹Department of Science and Education, Cancer Hospital of Shantou University Medical College, Shantou 515041, China;
²Department of Thyroid Surgery, Shantou Central Hospital, Shantou 515041, China;
³Department of Medical Oncology, Cancer Hospital of Shantou University Medical College, Shantou 515041, China;
⁴Department of Radiation Oncology, Cancer Hospital of Shantou University Medical College, Shantou 515041, China;
⁵Department of Head and Neck Surgery, Cancer Hospital of Shantou University Medical College, Shantou 515041, China;
⁶The Breast Center, Cancer Hospital of Shantou University Medical College, Shantou 515041, China;
⁷Central Laboratory, Cancer Hospital of Shantou University Medical College, Shantou 515041, China;
⁸Department of Thoracic Surgery, Cancer Hospital of Shantou University Medical College, Shantou 515041, China

Received:2019-04-23 Online:2020-05-01 Published:2020-12-09
Contact: Zeng De, Email: alexzengde@163.com, Tel: 0086-754-88555844-1216
Supported by:
Teaching Reform Research Project of Guangdong Clinical Teaching Base, Department of Education of Guangdong Province (2016JDB092)

Abstract

Abstract: Objective To explore the effect of mini-clinical evaluation exercise (Mini-CEX) and direct observation of procedural skills (DOPS) evaluation supported by WeChat in assessing clinical capacity and clinical skills of medical students and residents. Methods Mini-CEX and DOPS evaluation forms in oncology were developed in this study. March to September 2018, questionnaire survey and WeChat Real-time Login were used to evaluate the performance of postgraduates and residents trained in the Cancer Hospital of Shantou University Medical College (SUMC). The evaluation and feedback were streamlined within 30 minutes and conducted for 3 consecutive months. Results In the Mini-CEX, organizational effectiveness significantly decreased in the third month compared with the second month [(8.40±0.17)vs(8.83±0.10), P=0.030].In the DOPS,the ability to perform operations and communication skills significantly increased in the third month compared with the second month with statistical difference [(8.87±0.17)vs(8.17±0.20), (9.13±0.20)vs(8.11±0.28), all P<0.01]. Conclusions In clinical teaching of Oncology, using Mini-CEX and DOPS evaluation supported by WeChat has the merits of easy operation, direct observation, flexible choice of time and place, as well as high reliability.

Key words: Mini-CEX, DOPS, WeChat, Clinical teaching, Assessment, Application

CLC Number:

R0
R-05

Liu Hongzhi, Xiao Yingsheng, Li Zhifeng, Huang Ruihong, Xu Shaowei, Zhang Yongqu, Zhang Fan, Chen Shaobin, Chen Lei, Zeng De. Application of Mini-CEX combined with DOPS supported by WeChat in assessment of clinical teaching in oncology[J]. Chinese Journal of Medical Education, 2020, 40(5): 362-366.

References

[1] Lörwald AC, Lahner FM, Nouns ZM, et al. The educational impact of mini-clinical evaluation exercise (Mini-CEX) and direct observation of procedural skills (DOPS) and its association with implementation: a systematic review and meta-analysis[J]. PLoS One, 2018, 13(6):e0198009. DOI: 10.1371/journal.pone.0198009.
[2] Nair BR, Alexander HG, McGrath BP, et al. The mini clinical evaluation exercise (mini-CEX) for assessing clinical performance of international medical graduates[J]. The Med J Aust,2008,189(3):159-161.
[3] Lörwald AC, Lahner FM, Greif R, et al. Factors influencing the educational impact of Mini-CEX and DOPS: a qualitative synthesis[J]. Med Teach, 2018, 40(4):414-420. DOI: 10.1080/0142159X.2017.1408901.
[4] Siau K, Dunckley P, Valori R, et al. Changes in scoring of direct observation of procedural skills (DOPS) forms and the impact on competence assessment[J]. Endoscopy,2018,50(8):770-778. DOI:10.1055/a-0658-2732.
[5] Erfani Khanghahi M, Ebadi Fard Azar F. Direct observation of procedural skills (DOPS) evaluation method: systematic review of evidence[J]. Med J Islam Repub Iran,2018,32:45. DOI:10.14196/mjiri.32.45.
[6] Arezou FJ, Amini M, Elham P, et al. Using modified direct observation of procedural skills (DOPS) to assess undergraduate medical students[J]. J Adv Med Educ Prof, 2018,6(3):130-136.
[7] Al Ansari A, Ali SK, Donnon T. The construct and criterion validity of the mini-CEX: a meta-analysis of the published research[J].Acad Med, 2013, 88(3):413-20. DOI: 10.1097/ACM.0b013e318280a953.
[8] Sara MH, Mohammad J, Mandana S, et al. The utility of mini-clinical evaluation exercise (mini-CEX) in undergraduate and postgraduate medical education: protocol for a systematic review[J]. Syst Rev, 2017, 6 :146. DOI:10.1186/s13643-017-0539-y.
[9] Norcini JJ, Blank LL,Duffy FD, et al. The mini-CEX: a method for assessing clinical skills[J]. Ann Intern Med,2003,138(6):476-481.
[10] Liao KC, Pu SJ, Liu MS,et al. Development and implementation of a mini-clinical evaluation exercise (mini-CEX) program to assess the clinical competencies of internal medicine residents: from faculty development to curriculum evaluation[J].BMC Med Educ, 2013, 13:31-34. DOI:10.1186/1472-6920-13-31.

[1]	Su Na, Shen Chao, Wu Fengbo. The application study of multidisciplinary cooperative teaching in the clinical pharmacy of general practitioners [J]. Chinese Journal of Medical Education, 2020, 40(9): 696-699.
[2]	Zhang Jin, Yang Libin, Guo Qingfeng, Cao Depin. Application of formative assessment in undergraduate clinical medicine education [J]. Chinese Journal of Medical Education, 2020, 40(9): 731-735.
[3]	Lu Ping, Zhao Lei, Shen Mengwen, Ding Chunlei, Chen Yang, Qian Fenghua. Preliminary study on the construction of Mini-CEX scoring system of integrated traditional Chinese and western medicine standardization [J]. Chinese Journal of Medical Education, 2020, 40(8): 606-609.
[4]	Wu Xueji, Wang Hui, Zhang Yuhua, Mao Ji, Liu Yuqing, Jing Qinlong, Luo Lei, Zhang Zhoubin. The implementation of Wechat-based continuing medical education system for health-care workers in the battle against COVID-19 pandemic [J]. Chinese Journal of Medical Education, 2020, 40(8): 610-614.
[5]	Cong Xin, Zhang Yan, Xu Hai, Liu Limei, Zheng Ming, Xiang Ruolan, Cai Jingyi, Wu Liling. Investigation and analysis of the implementation effect of “process assessment + final assessment” assessment system in pathophysiology teaching based on the perspective of students [J]. Chinese Journal of Medical Education, 2020, 40(8): 637-640.
[6]	Liang Haifei, Pan Guichang, Gong Jianfeng, Ding Weiren, Zhou Haibo. Utilizing the generalizability theory to improve the clinical skills assessment design [J]. Chinese Journal of Medical Education, 2020, 40(8): 641-644.
[7]	Li Guojian, Xiang Yang, He Ju, Liu Maowei, Han Chunmei, Xi Zheng, Zhang Dongqi. Framework construction and system design of clinical thinking ability assessment [J]. Chinese Journal of Medical Education, 2020, 40(7): 565-568.
[8]	Wang Yang, Cao Yu, Zhao Zhigang, Zhang Yan, Qiu Huimin, Liu Jintong. Application of case-based learning method in psychological health education [J]. Chinese Journal of Medical Education, 2020, 40(6): 439-442.
[9]	Zhu Feng, Wu Li, Yang Jie, Xie Sijing, Sun Weibin, Nie Rongrong. Application and assessment of objective structured clinical examination in evaluation of standardized training for stomatological residents [J]. Chinese Journal of Medical Education, 2020, 40(6): 467-470.
[10]	Pan Chen, Wu Yan, Wang Lifeng, Tang Qiuping. Empathy training in doctor-patient communication exercise of medical students [J]. Chinese Journal of Medical Education, 2020, 40(5): 343-348.
[11]	Lu Yan, Li Guojian, He Ju, Zhang Ying. Analysis of scoring accuracy of clinical thinking ability assessment [J]. Chinese Journal of Medical Education, 2020, 40(5): 392-396.
[12]	Liu Kan, Zheng Shuyuan, Tian Tian, Wang Zhenyu, Xiao Tian, Zhuang Ran. Assessment of the testing pattern of the integrated curriculum of basic medicine based on data analysis of comprehensive test results [J]. Chinese Journal of Medical Education, 2020, 40(5): 397-400.
[13]	Zhang Juan, Han Xiaoyuan, Song Jinjun. Application of mixed learning based on WeChat platform in medical students' online public elective courses [J]. Chinese Journal of Medical Education, 2020, 40(4): 279-282.
[14]	Yang Ying, Li Ye, Wang Ruoning, Wang Xiang, Jiang Hui. Design and implementation of a competency-based fellowship training evaluation system [J]. Chinese Journal of Medical Education, 2020, 40(11): 849-852.
[15]	Yang Chaoqun, Lai Jingwei, Cheng Yaqing, Liu Zeyu, Deng Guoying. An investigation on the intention of senior high school students for entrance into medicine college and reasons [J]. Chinese Journal of Medical Education, 2020, 40(11): 858-862.

Application of Mini-CEX combined with DOPS supported by WeChat in assessment of clinical teaching in oncology

PDF (PC)

Knowledge

Abstract

Cite this article

share this article

References

Related Articles 15

Recommended Articles

Metrics

Comments