Abstract:
Background. In 2013 the University of Auckland medical programme was reinvigorated which expanded the use of the mini-clinical evaluation exercise (mini-CEX) assessment tool. In Year 4, the mini-CEX is used twice and along with nine other assessments, contributes to the Clinical and Communication Skills domain grade. Aim. There were two main aims. First, to explore how the mini-CEX was being used in Year 4 students, and secondly, to evaluate the contribution of the mini-CEX, and other assessments, to the grade of the Communication and Clinical Skills domain. Methods. Five years of de-identified data, from Year 4 students (2013 – 2017) was extracted. Demographic data, entry characteristics, training site, mini-CEX grade, Clinical and Communication Skills grade and the grades for other clinical assessments were obtained. Detailed information on the mini-CEX evaluations undertaken in 2013 and 2014 were obtained including assessor and case characteristics. These were subjected to various analysis using FACTOR and the Statistical Package for the Social Sciences. Results. A total of 1203 Year 4 students were included who completed 1196 General Medicine and 1198 Specialty Medicine mini-CEX. The majority of students received a pass or distinction; only 1.5% assessments (36/2398) receiving a fail or borderline mark. Although there were significantly higher mini-CEX scores awarded based on demographic, attachment and assessor characteristic, the effect of these influences were trivial, and essentially did not impact the grade.
