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Impact of a Simulated Mini-CEX on Clinical Performance During a Real-World Mini-CEX

2026年6月18日 更新者：Mhamed Sami Mebazaa、Mongi Slim Hospital

Impact of a Simulated Mini-CEX on Clinical Performance During a Real-World Mini-CEX: A Multicenter Study in Anesthesiology and Intensive Care Medicine

Modern medical education is based on competency-based learning and the use of formative assessment tools in real clinical settings, such as the Mini-Clinical Evaluation Exercise (mini-CEX). However, the impact of a prior simulated mini-CEX experience on subsequent performance in real clinical settings remains insufficiently studied, particularly among medical students in anesthesiology-intensive care (DCEM3). This study aimed to assess the effect of a simulated mini-CEX on performance during a real mini-CEX in pre-anesthetic consultation.

調査の概要

状態

まだ募集していません

条件

介入・治療

詳細な説明

We conducted a prospective, multicenter interventional study over 4 weeks in three anesthesiology-intensive care departments in Tunis. Volunteer DCEM3 students were assessed by trained anesthesiology faculty using the mini-CEX tool. The intervention consisted of a structured two-step assessment of pre-anesthetic consultation: a standardized simulation followed by a real clinical encounter. Performance was evaluated using a 7-domain mini-CEX checklist, including direct observation, scoring, and immediate formative feedback. The primary outcome was the overall mini-CEX score. Secondary outcomes included domain-specific scores, inter-rater reliability, individual progression, and participant satisfaction.

研究の種類

介入

入学 (推定)

18

段階

  • 適用できない

連絡先と場所

このセクションには、調査を実施する担当者の連絡先の詳細と、この調査が実施されている場所に関する情報が記載されています。

研究連絡先

  • 名前：Mhamed Sami Mebazaa, professor
  • 電話番号：00216 22252589
  • メール：msmebazaa@gmail.com

研究連絡先のバックアップ

参加基準

研究者は、適格基準と呼ばれる特定の説明に適合する人を探します。これらの基準のいくつかの例は、人の一般的な健康状態または以前の治療です。

適格基準

就学可能な年齢

  • 大人
  • 高齢者

健康ボランティアの受け入れ

はい

説明

Inclusion Criteria:

  • Fifth-year medical students (DCEM3) enrolled at the Faculty of Medicine of Tunis within the acute medicine program.
  • Students completing their clinical clerkship during the second semester of the 2025-2026 academic year in one of the three participating anesthesiology and intensive care departments.
  • Students who voluntarily agree to participate and have provided written informed consent.

Exclusion Criteria:

  • Students who do not complete the entire educational curriculum (absence from either of the two assessments).
  • Students who have already received similar training.

研究計画

このセクションでは、研究がどのように設計され、研究が何を測定しているかなど、研究計画の詳細を提供します。

研究はどのように設計されていますか？

デザインの詳細

  • 主な目的：他の
  • 割り当て：なし
  • 介入モデル：単一グループの割り当て
  • マスキング：なし（オープンラベル）

武器と介入

参加者グループ / アーム
介入・治療
実験的：DCEM3 students
Fifth-year medical students in the second cycle during their internship in anesthesiology and intensive care.
他の：Behavioral
Mini-CEX educational assessment during pre-anesthetic consultation: Volunteer fifth-year medical students were assessed by trained anesthesiology faculty using the mini-CEX tool. The intervention consisted of a structured two-step assessment of pre-anesthetic consultation: a standardized simulation followed by a real clinical encounter.
他の名前：
  • Simulated Mini-CEX
  • Mini-CEX-based educational intervention

この研究は何を測定していますか？

主要な結果の測定

結果測定
メジャーの説明
時間枠
students' overall performance
時間枠：Through study completion, up to 4 weeks

measured by the mean score on the Mini-CEX checklist, compared between simulated consultation and real consultation.

The overall performance is assessed using the unabbreviated Mini-Clinical Evaluation Exercise (Mini-CEX) checklist. The global score is measured on a 9-point Likert scale, ranging from 1 (insufficient/unsatisfactory performance) to 9 (exceptional/exemplary performance). Higher scores indicate a better clinical performance and greater student autonomy.
Through study completion, up to 4 weeks

二次結果の測定

結果測定
メジャーの説明
時間枠
Scores for each domain
時間枠：at the and of each Mini-CEX , Through study completion, up to 4 weeks
Scores for each domain (history taking, physical examination, clinical judgment, communication skills, professionalism, organization and efficiency, and overall clinical performance). Measured by the Mini-Clinical Evaluation Exercise (Mini-CEX) checklist, compared between the simulated consultation (baseline) and the real clinical consultation. The checklist uses a 9-point Likert scale where 1 represents the lowest performance (insufficient) and 9 represents the highest performance (exceptional). Higher scores indicate a better clinical outcome.
at the and of each Mini-CEX , Through study completion, up to 4 weeks
Inter-rater reproducibility of Mini-CEX
時間枠：at the end of the simulated Mini-CEx, Through study completion, up to 4 weeks
Inter-rater reproducibility was evaluated using the Intraclass Correlation Coefficient (ICC
at the end of the simulated Mini-CEx, Through study completion, up to 4 weeks
Individual performance gain
時間枠：at the end of the internship, Through study completion, up to 4 weeks
Individual performance gain (delta between simulated and real Mini-CEX scores) Calculated as the change score between the real clinical consultation and the simulated consultation (Real score minus Simulated score) using the unabbreviated Mini-Clinical Evaluation Exercise (Mini-CEX). The original Mini-CEX scale ranges from a minimum value of 1 (insufficient performance) to a maximum value of 9 (exceptional performance). The resulting performance gain score ranges from -8 to +8. A higher or positive score indicates a better outcome (improvement/performance gain), a score of 0 indicates no change, and a negative score indicates a decrease in performance.
at the end of the internship, Through study completion, up to 4 weeks
Learner and faculty satisfaction
時間枠：at the end of internship, Through study completion, up to 4 weeks
Learner and faculty satisfaction, as well as their recommendation for the use of the Mini-CEX throughout the curriculum, assessed using a Likert scale. Assessed via a post-internship questionnaire completed by both students (learners) and professors (faculty) regarding their satisfaction with the Mini-Clinical Evaluation Exercise (Mini-CEX) and their recommendation for its integration throughout the curriculum. Responses are evaluated on a 5-point Likert scale, ranging from a minimum score of 1 (Strongly disagree / Very dissatisfied) to a maximum score of 5 (Strongly agree / Very satisfied). Higher scores indicate a better outcome, representing higher levels of satisfaction and a stronger recommendation for curriculum implementation.
at the end of internship, Through study completion, up to 4 weeks
The time required to complete the consultation
時間枠：at the end of each Mini-Cex, Through study completion, up to 4 weeks
The time required to complete the consultation (measured in minutes)
at the end of each Mini-Cex, Through study completion, up to 4 weeks

協力者と研究者

ここでは、この調査に関係する人々や組織を見つけることができます。

スポンサー

Mongi Slim Hospital

研究記録日

これらの日付は、ClinicalTrials.gov への研究記録と要約結果の提出の進捗状況を追跡します。研究記録と報告された結果は、国立医学図書館 (NLM) によって審査され、公開 Web サイトに掲載される前に、特定の品質管理基準を満たしていることが確認されます。

主要日程の研究

研究開始 (推定)

2026年6月2日

一次修了 (推定)

2026年6月26日

研究の完了 (推定)

2026年6月26日

試験登録日

最初に提出

2026年6月2日

QC基準を満たした最初の提出物

2026年6月18日

最初の投稿 (実際)

2026年6月23日

学習記録の更新

投稿された最後の更新 (実際)

2026年6月23日

QC基準を満たした最後の更新が送信されました

2026年6月18日

最終確認日

2026年6月1日

詳しくは

本研究に関する用語

キーワード

その他の研究ID番号

  • Simulated mini-CEX

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いいえ

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