Perceptions of the Mini-CEX agreed learning goal in the context of a self-regulated learning cycle

Abstract

Background The Mini-Clinical Evaluation Exercise (Mini-CEX) is a workplace-based assessment (WBA) recently introduced into Emergency Medicine (EM) training in Australasia. Part of the assessment involves the trainee and their supervisor setting an agreed learning goal. Aims This research aimed to discover EM trainees’ and their supervisors’ perceptions of the agreed learning goal as part of the Mini-CEX in the context of a self-regulated learning cycle. By discovering their perceptions, factors that could contribute to optimising learning opportunities for EM trainees might be identified. Methods A mixed-methods approach was used. Data was collected from both EM trainees and supervisors. Quantitative data was collected using online questionnaires. Qualitative data was collected through optional free-text segments in the questionnaires and through focus groups. Results Four themes were identified: challenges in the agreed learning goal-setting process; autonomy in goal setting; challenges in assessment as part of the Mini-CEX process; and the utility of the learning goal-setting process. Conclusion Overall, the agreed learning goal-setting process as part of the Mini-CEX was valued by trainees and supervisors. Allowing trainees to negotiate their learning goals increased their perception of goal-setting value. The need for adequate training in the Mini-CEX and agreed learning goal-setting process for both supervisors and trainees was highlighted. The process of direct observation provides an opportunity for feedback in communication and professionalism domains. This enables trainees to set communication and professionalism goals. The issue of ‘closing the loop’ to ensure that learning goals are achieved needs to be addressed. Adequate resources need to be provided to enable the Mini-CEX and learning goal-setting process to occur properly in the context of busy Emergency Departments with competing service demands. Targeting these factors could enhance the educational value that trainees receive from the goal-setting process and their perceptions of Mini-CEX. This exercise could also increase trainee perceptions of the assessment’s and process’s credibility.