Abstract：
BACKGROUND: Mini Clinical Evaluation Exercise (mini-CEX) is one of the assessment tools in medical education. It includes three steps: overview of clinical situation, observation and feedback.
OBJECTIVE: To evaluate the feasibility of mini-CEX as a formative assessment tool for medical trainees in 5th year of medicine in a teaching intensive care unit (ICU).
METHODS: Single-center qualitative research conducted in ICU during the 2nd semester of the academic year 2022-2023. Seven core clinical skill assessments were done, and the performance was rated on a 9-point scale. An assessment of the method was conducted with both trainees and clinical educators.
RESULTS: We conducted six mini-CEX recorded sessions. All medical students had marks under the average of 4.5. In the first period, the highest mark was obtained for counselling skills (4.5). The best score was obtained for clinical judgement (4) in the second period and for management plan (4) in the third period. Most of medical trainees (11 sur 12) were satisfied with the method and feedback was according to them the most useful step. Ten students agreed fully to introduce this assessment tool in medical educational programs. Two medical educators out of three did not practice this method before. They agreed to include mini-CEX in the program of medical education of the faculty of medicine of Tunis. However, they did not agree to use it as a summative assessment tool.
CONCLUSIONS: Our study demonstrates that we can use the mini-CEX in medical teaching. Both trainees and educators were satisfied with the method.
OBJECTIVE: To evaluate the feasibility of mini-CEX as a formative assessment tool for medical trainees in 5th year of medicine in a teaching intensive care unit (ICU).
METHODS: Single-center qualitative research conducted in ICU during the 2nd semester of the academic year 2022-2023. Seven core clinical skill assessments were done, and the performance was rated on a 9-point scale. An assessment of the method was conducted with both trainees and clinical educators.
RESULTS: We conducted six mini-CEX recorded sessions. All medical students had marks under the average of 4.5. In the first period, the highest mark was obtained for counselling skills (4.5). The best score was obtained for clinical judgement (4) in the second period and for management plan (4) in the third period. Most of medical trainees (11 sur 12) were satisfied with the method and feedback was according to them the most useful step. Ten students agreed fully to introduce this assessment tool in medical educational programs. Two medical educators out of three did not practice this method before. They agreed to include mini-CEX in the program of medical education of the faculty of medicine of Tunis. However, they did not agree to use it as a summative assessment tool.
CONCLUSIONS: Our study demonstrates that we can use the mini-CEX in medical teaching. Both trainees and educators were satisfied with the method.
摘要：
背景：迷你临床评估练习（mini-CEX）是医学教育中的评估工具之一。它包括三个步骤：概述临床情况，观察和反馈。
目的：评估mini-CEX作为教学重症监护病房（ICU）第5年医学学员形成性评估工具的可行性。
方法：在2022-2023学年第二学期在ICU进行的单中心定性研究。进行了七项核心临床技能评估，并以9分制对性能进行评级。与受训者和临床教育者一起对该方法进行了评估。
结果：我们进行了6次mini-CEX记录。所有医学生的分数平均低于4.5。在第一阶段，咨询技能得分最高(4.5).在第二阶段获得了临床判断（4）的最佳评分，在第三阶段获得了管理计划（4）的最佳评分。大多数医学学员（11至12）对该方法感到满意，并且反馈是最有用的步骤。十名学生完全同意在医学教育计划中引入此评估工具。三分之二的医学教育者以前没有实践过这种方法。他们同意将mini-CEX纳入突尼斯医学院的医学教育计划。然而,他们不同意将其用作总结性评估工具。
结论：我们的研究表明，我们可以在医学教学中使用mini-CEX。受训者和教育者都对该方法感到满意。
目的：评估mini-CEX作为教学重症监护病房（ICU）第5年医学学员形成性评估工具的可行性。
方法：在2022-2023学年第二学期在ICU进行的单中心定性研究。进行了七项核心临床技能评估，并以9分制对性能进行评级。与受训者和临床教育者一起对该方法进行了评估。
结果：我们进行了6次mini-CEX记录。所有医学生的分数平均低于4.5。在第一阶段，咨询技能得分最高(4.5).在第二阶段获得了临床判断（4）的最佳评分，在第三阶段获得了管理计划（4）的最佳评分。大多数医学学员（11至12）对该方法感到满意，并且反馈是最有用的步骤。十名学生完全同意在医学教育计划中引入此评估工具。三分之二的医学教育者以前没有实践过这种方法。他们同意将mini-CEX纳入突尼斯医学院的医学教育计划。然而,他们不同意将其用作总结性评估工具。
结论：我们的研究表明，我们可以在医学教学中使用mini-CEX。受训者和教育者都对该方法感到满意。
