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Haghani F, Hatef Khorami M, Fakhari M. Effects of structured written feedback by cards on medical students' performance at Mini Clinical Evaluation Exercise (Mini-CEX) in an outpatient clinic. J Adv Med Educ Prof. 2016;4(3):135-40
Haghani, F., Hatef Khorami, M., & Fakhari, M. (2016). Effects of structured written feedback by cards on medical students' performance at Mini Clinical Evaluation Exercise (Mini-CEX) in an outpatient clinic. Journal of advances in medical education & professionalism, 4(3), 135-40.
Haghani, Fariba, et al. "Effects of structured written feedback by cards on medical students' performance at Mini Clinical Evaluation Exercise (Mini-CEX) in an outpatient clinic." Journal of advances in medical education & professionalism vol. 4,3 (2016): 135-40.
Haghani F, Hatef Khorami M, Fakhari M. Effects of structured written feedback by cards on medical students' performance at Mini Clinical Evaluation Exercise (Mini-CEX) in an outpatient clinic. J Adv Med Educ Prof. 2016 Jul;4(3):135-40. PMID: 27382581; PMCID: PMC4927256.
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J Adv Med Educ Prof. 2016 Jul;4(3):135-40.

Effects of structured written feedback by cards on medical students' performance at Mini Clinical Evaluation Exercise (Mini-CEX) in an outpatient clinic.

Journal of advances in medical education & professionalism

Fariba Haghani, Mohammad Hatef Khorami, Mohammad Fakhari

Affiliations

  1. Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran;
  2. Department of Urology, Isfahan University of Medical Sciences, Isfahan, Iran;
  3. Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.

PMID: 27382581 PMCID: PMC4927256

Abstract

INTRODUCTION: Feedback cards are recommended as a feasible tool for structured written feedback delivery in clinical education while effectiveness of this tool on the medical students' performance is still questionable.  The purpose of this study was to compare the effects of structured written feedback by cards as well as verbal feedback versus verbal feedback alone on the clinical performance of medical students at the Mini Clinical Evaluation Exercise (Mini-CEX) test in an outpatient clinic.

METHODS: This is a quasi-experimental study with pre- and post-test comprising four groups in two terms of medical students' externship. The students' performance was assessed through the Mini-Clinical Evaluation Exercise (Mini-CEX) as a clinical performance evaluation tool. Structured written feedbacks were given to two experimental groups by designed feedback cards as well as verbal feedback, while in the two control groups feedback was delivered verbally as a routine approach in clinical education.

RESULTS: By consecutive sampling method, 62 externship students were enrolled in this study and seven students were excluded from the final analysis due to their absence for three days. According to the ANOVA analysis and Post Hoc Tukey test,  no statistically significant difference was observed among the four groups at the pre-test, whereas a statistically significant difference was observed between the experimental and control groups at the post-test  (F = 4.023, p =0.012). The effect size of the structured written feedbacks on clinical performance was 0.19.

CONCLUSION: Structured written feedback by cards could improve the performance of medical students in a statistical sense. Further studies must be conducted in other clinical courses with longer durations.

Keywords: Ambulatory care; Feedback; Medical education; Outpatient clinics

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