Developing the Effectiveness of a Formative Assessment Tool with Immediate Multi-Source Feedback in a Clinical Evaluation Exercise (Msf-Cex) across Medical Specialties

Background: To develop an effective teaching and assessment tool, and confirm its utility step-by-step is very important before its widespread implementation in any clinical contexts. We have established an interactive, engaging, peer-assisted, time-saving, and effective model for observing learner performance, providing multisource feedback, teaching, and fostering self-directed learning in the routine activities of clinical assessment in a teaching clinic of one clinical specialty. The study will try to implement Multi-Source Feedback in a Clinical Evaluation Exercise (MSF-CEX) across medical specialties based on our previous results. Methods: Mixed methods including qualitative and quantitative study will be adopted in this project. All levels of clinical trainees (undergraduates and junior postgraduates) rotating to the Departments of Neurology and General Medicine in our institution will be invited and enrolled for study after getting the informed consent. Clinical trainees are usually arranged for the primary care in the hospitalized wards, and assigned to at least one outpatient teaching clinic monthly in all clinical training departments. To understand the short-term and long-term effects with and without MSF-CEX model, series of quantitative (basic characteristics of trainers, trainees and patients, and mini-CEX scoring and another assessment data of trainees during follow-up period) and qualitative (mainly from the interviews of trainees, and feedback of open questions from trainees, nurses, and patients/families) information will be collected for analyses of outcomes and limitations in different levels and clinical settings during the three-year study period. Predicted results: The following outcomes will be expected to be achieved. 1. The MSF-CEX trainees will be more active and interactive during clinical assessment activity with nearly full engagement as compared those of previous traditional assessment by mini-CEX. 2. The feedback skills and self-reflection competence of the trainees will be improved after the clinical assessment activity (MSF-CEX) from the analysis of contents of feedback as compared those of previous mini-CEX data. 3. Comparison of scoring difference among the tutor and trainees. 4. Comparison of qualitative analysis between intervention and control groups by qualitative study will be more detailed understanding after the intervention. The advantages and disadvantages with self and peer-assisted assessment and feedback in a mini-CEX will also be more clearly understood. The MSF-CEX model, integrating the tutor roles of planning for instruction, using multiple methods of teaching and evaluating, observing learner performance, providing feedback, and many important educational roles replaced by the trainees and their peers to foster their self-directed learning, in one assessment (teaching/learning) activity. All the study results will be disseminated via the meeting of Ministry of Science and Technology, national and international conferences of medical education, and published papers. It will be more effective to achieve the learning outcomes. Clinical learners will have the competence of self-reflection and practice-based learning and improvement after implementing MSF-CEX model.

Project ID:PF10601-0876
External Project ID:MOST105-2511-S182-007-MY2