Clinical skills assessment has a very important role in Health Professions Education. However, th... more Clinical skills assessment has a very important role in Health Professions Education. However, the basic requirements of its reliability and validity have not been achieved or taken much care of. A mini Clinical Evaluation Exercise (mini-CEX) is approximately a twenty minute encounter, during which a trainee performs focused history taking and physical examination of a patient in a real setting while the faculty assessor observes. After a discussion on the diagnosis and management plan for the patient, the faculty assesses the trainee using the mini-CEX evaluation form and provides feedback. Based on the literature review mini-CEX is found to be a valid and reliable assessment strategy for clinical competence. It has shown to be content valid and differentiates well between different performance levels for both postgraduate and undergraduate trainees. The results are fairly reliable on four or more encounters with the standard error of measurement being very small. The mini-CEX scores have shown to be criterion valid and have sufficient desired educational impact on trainees. Overall, mini-CEX is found to be a fairly valid and feasible assessment strategy for clinical skills justifying its use for both undergraduate and post-graduate education.
Total Quality Management (TQM) is the art and science of managing the whole to achieve excellence... more Total Quality Management (TQM) is the art and science of managing the whole to achieve excellence. Though TQM proved its worth in production and service industries it took ten more years for Higher Education (HE) to adapt TQM principles. Implementation of TQM in USA and UK HE began in 1980s. The achieved outcomes reported are increased enrolments in programs, reduced dropouts, improved student performance, reduction in resources needed (money, time, material), efficient human resource use, increased morale and enthusiasm of faculty and administrative staff. A large majority of health professions educators are not trained in the principles of TQM. This has resulted in differences in standards of HPE at various institutions and failure to considerably improve upon the quality of HPE. Educating the health professions educators in TQM is the way forward. Knowledge of quality management principles and its application in one's own setting is a prerequisite to achieve excellence.
Clinical skills assessment has a very important role in Health Professions Education. However, th... more Clinical skills assessment has a very important role in Health Professions Education. However, the basic requirements of its reliability and validity have not been achieved or taken much care of. A mini Clinical Evaluation Exercise (mini-CEX) is approximately a twenty minute encounter, during which a trainee performs focused history taking and physical examination of a patient in a real setting while the faculty assessor observes. After a discussion on the diagnosis and management plan for the patient, the faculty assesses the trainee using the mini-CEX evaluation form and provides feedback. Based on the literature review mini-CEX is found to be a valid and reliable assessment strategy for clinical competence. It has shown to be content valid and differentiates well between different performance levels for both postgraduate and undergraduate trainees. The results are fairly reliable on four or more encounters with the standard error of measurement being very small. The mini-CEX scores have shown to be criterion valid and have sufficient desired educational impact on trainees. Overall, mini-CEX is found to be a fairly valid and feasible assessment strategy for clinical skills justifying its use for both undergraduate and post-graduate education.
Total Quality Management (TQM) is the art and science of managing the whole to achieve excellence... more Total Quality Management (TQM) is the art and science of managing the whole to achieve excellence. Though TQM proved its worth in production and service industries it took ten more years for Higher Education (HE) to adapt TQM principles. Implementation of TQM in USA and UK HE began in 1980s. The achieved outcomes reported are increased enrolments in programs, reduced dropouts, improved student performance, reduction in resources needed (money, time, material), efficient human resource use, increased morale and enthusiasm of faculty and administrative staff. A large majority of health professions educators are not trained in the principles of TQM. This has resulted in differences in standards of HPE at various institutions and failure to considerably improve upon the quality of HPE. Educating the health professions educators in TQM is the way forward. Knowledge of quality management principles and its application in one's own setting is a prerequisite to achieve excellence.
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