Andrea C Lörwald1, Felicitas-Maria Lahner1, Bettina Mooser1, Martin Perrig2, Matthias K Widmer3, Robert Greif4, Sören Huwendiek1. 1. a Department of Assessment and Evaluation , Institute of Medical Education , Bern , Switzerland. 2. b Department of General Internal Medicine , Bern University Hospital University of Bern , Bern , Switzerland. 3. c Department of Cardiovascular Surgery , Bern University Hospital University of Bern , Bern , Switzerland. 4. d Department of Anaesthesiology and Pain Therapy , Bern University Hospital University of Bern , Bern , Switzerland.
Abstract
Introduction: In order for Mini-Clinical Evaluation Exercise (Mini-CEX) and Direct Observation of Procedural Skills (DOPS) to actually have a positive effect on trainees' learning, the way in which the tools are implemented is of key importance. However, there are many factors influencing their implementation. In this study, we aim to develop a comprehensive model of such factors. Methods: Using a constructivist grounded theory approach, we performed eight focus groups. Participants were postgraduate trainees and supervisors from three different specialties; all were experienced with Mini-CEX and/or DOPS. Data were analyzed for recurring themes, underlying concepts and their interactions using constant comparison. Results: We developed a model demonstrating how the implementation of Mini-CEX and DOPS for trainees' learning is influenced by 13 factors relating to four categories: organizational culture (e.g. value of teaching and feedback), work structure (e.g. time for Mini-CEX and DOPS, faculty development), instruments (e.g. content of assessment), and users (e.g. relationship between trainees and supervisors), and their interaction. Conclusions: We developed a complex model of influencing factors relating to four categories. Consideration of this model might support successful implementation and trainees' learning with Mini-CEX and DOPS.
Introduction: In order for Mini-Clinical Evaluation Exercise (Mini-CEX) and Direct Observation of Procedural Skills (DOPS) to actually have a positive effect on trainees' learning, the way in which the tools are implemented is of key importance. However, there are many factors influencing their implementation. In this study, we aim to develop a comprehensive model of such factors. Methods: Using a constructivist grounded theory approach, we performed eight focus groups. Participants were postgraduate trainees and supervisors from three different specialties; all were experienced with Mini-CEX and/or DOPS. Data were analyzed for recurring themes, underlying concepts and their interactions using constant comparison. Results: We developed a model demonstrating how the implementation of Mini-CEX and DOPS for trainees' learning is influenced by 13 factors relating to four categories: organizational culture (e.g. value of teaching and feedback), work structure (e.g. time for Mini-CEX and DOPS, faculty development), instruments (e.g. content of assessment), and users (e.g. relationship between trainees and supervisors), and their interaction. Conclusions: We developed a complex model of influencing factors relating to four categories. Consideration of this model might support successful implementation and trainees' learning with Mini-CEX and DOPS.
Authors: Sarah Prediger; Sophie Fürstenberg; Pascal O Berberat; Martina Kadmon; Sigrid Harendza Journal: BMC Med Educ Date: 2019-02-06 Impact factor: 2.463
Authors: Eva K Hennel; Andrea Trachsel; Ulrike Subotic; Andrea C Lörwald; Sigrid Harendza; Sören Huwendiek Journal: Med Educ Date: 2022-03-16 Impact factor: 7.647