Journal article
Factors influencing the educational impact of Mini-CEX and DOPS: A qualitative synthesis.
- Lörwald AC a Department of Assessment and Evaluation , Institute of Medical Education, University of Bern , Bern , Switzerland.
- Lahner FM a Department of Assessment and Evaluation , Institute of Medical Education, University of Bern , Bern , Switzerland.
- Greif R b Department of Anaesthesiology and Pain Medicine , Bern University Hospital , Bern , Switzerland.
- Berendonk C a Department of Assessment and Evaluation , Institute of Medical Education, University of Bern , Bern , Switzerland.
- Norcini J c Foundation for Avancement of International Medical Education and Research (FAIMER) , Philadelphia , PA , USA.
- Huwendiek S a Department of Assessment and Evaluation , Institute of Medical Education, University of Bern , Bern , Switzerland.
- 2017-12-01
Published in:
- Medical teacher. - 2018
English
INTRODUCTION
The educational impact of Mini-CEX and DOPS varies greatly and can be influenced by several factors. However, there is no comprehensive analysis and synthesis of the described influencing factors.
METHODS
To fill this gap, we chose a two-step approach. First, we performed a systematic literature review and selected articles describing influencing factors on the educational impact of Mini-CEX and DOPS. Second, we performed a qualitative synthesis of these factors.
RESULTS
Twelve articles were included, which revealed a model consisting of four themes and nine subthemes as influencing factors. The theme context comprises "time for Mini-CEX/DOPS" and "usability of the tools", and influences the users. The theme users comprises "supervisors' knowledge about how to use Mini-CEX/DOPS", "supervisors' attitude to Mini-CEX/DOPS", "trainees' knowledge about Mini-CEX/DOPS", and "trainees' perception of Mini-CEX/DOPS". These influence the implementation of Mini-CEX and DOPS, including "observation" and "feedback". The theme implementation directly influences the theme outcome, which, in addition to the educational impact, encompasses "trainees' appraisal of feedback".
CONCLUSIONS
Our model of influencing factors might help to further improve the use of Mini-CEX and DOPS and serve as basis for future research.
The educational impact of Mini-CEX and DOPS varies greatly and can be influenced by several factors. However, there is no comprehensive analysis and synthesis of the described influencing factors.
METHODS
To fill this gap, we chose a two-step approach. First, we performed a systematic literature review and selected articles describing influencing factors on the educational impact of Mini-CEX and DOPS. Second, we performed a qualitative synthesis of these factors.
RESULTS
Twelve articles were included, which revealed a model consisting of four themes and nine subthemes as influencing factors. The theme context comprises "time for Mini-CEX/DOPS" and "usability of the tools", and influences the users. The theme users comprises "supervisors' knowledge about how to use Mini-CEX/DOPS", "supervisors' attitude to Mini-CEX/DOPS", "trainees' knowledge about Mini-CEX/DOPS", and "trainees' perception of Mini-CEX/DOPS". These influence the implementation of Mini-CEX and DOPS, including "observation" and "feedback". The theme implementation directly influences the theme outcome, which, in addition to the educational impact, encompasses "trainees' appraisal of feedback".
CONCLUSIONS
Our model of influencing factors might help to further improve the use of Mini-CEX and DOPS and serve as basis for future research.
- Language
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- English
- Open access status
- closed
- Identifiers
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- DOI 10.1080/0142159X.2017.1408901
- PMID 29188739
- Persistent URL
- https://sonar.ch/global/documents/106979
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