Andrea C Lörwald1, Felicitas-Maria Lahner1, Robert Greif2, Christoph Berendonk1, John Norcini3, Sören Huwendiek1. 1. a Department of Assessment and Evaluation , Institute of Medical Education, University of Bern , Bern , Switzerland. 2. b Department of Anaesthesiology and Pain Medicine , Bern University Hospital , Bern , Switzerland. 3. c Foundation for Avancement of International Medical Education and Research (FAIMER) , Philadelphia , PA , USA.
Abstract
INTRODUCTION: The educational impact of Mini-CEX and DOPS varies greatly and can be influenced by several factors. However, there is no comprehensive analysis and synthesis of the described influencing factors. METHODS: To fill this gap, we chose a two-step approach. First, we performed a systematic literature review and selected articles describing influencing factors on the educational impact of Mini-CEX and DOPS. Second, we performed a qualitative synthesis of these factors. RESULTS: Twelve articles were included, which revealed a model consisting of four themes and nine subthemes as influencing factors. The theme context comprises "time for Mini-CEX/DOPS" and "usability of the tools", and influences the users. The theme users comprises "supervisors' knowledge about how to use Mini-CEX/DOPS", "supervisors' attitude to Mini-CEX/DOPS", "trainees' knowledge about Mini-CEX/DOPS", and "trainees' perception of Mini-CEX/DOPS". These influence the implementation of Mini-CEX and DOPS, including "observation" and "feedback". The theme implementation directly influences the theme outcome, which, in addition to the educational impact, encompasses "trainees' appraisal of feedback". CONCLUSIONS: Our model of influencing factors might help to further improve the use of Mini-CEX and DOPS and serve as basis for future research.
INTRODUCTION: The educational impact of Mini-CEX and DOPS varies greatly and can be influenced by several factors. However, there is no comprehensive analysis and synthesis of the described influencing factors. METHODS: To fill this gap, we chose a two-step approach. First, we performed a systematic literature review and selected articles describing influencing factors on the educational impact of Mini-CEX and DOPS. Second, we performed a qualitative synthesis of these factors. RESULTS: Twelve articles were included, which revealed a model consisting of four themes and nine subthemes as influencing factors. The theme context comprises "time for Mini-CEX/DOPS" and "usability of the tools", and influences the users. The theme users comprises "supervisors' knowledge about how to use Mini-CEX/DOPS", "supervisors' attitude to Mini-CEX/DOPS", "trainees' knowledge about Mini-CEX/DOPS", and "trainees' perception of Mini-CEX/DOPS". These influence the implementation of Mini-CEX and DOPS, including "observation" and "feedback". The theme implementation directly influences the theme outcome, which, in addition to the educational impact, encompasses "trainees' appraisal of feedback". CONCLUSIONS: Our model of influencing factors might help to further improve the use of Mini-CEX and DOPS and serve as basis for future research.
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