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Hosseini motlagh Z, Gholamnia-Shirvani Z, Akbari R, Soleimanian S, Oladi S, Sharifi S, et al . Analysis of the self-assessment results of Babol University of Medical Sciences medical interns from the DOPS and mini-CEX exams. mededj 2024; 13
URL: http://mededj.ir/article-1-505-en.html
URL: http://mededj.ir/article-1-505-en.html
Zeinab Hosseini motlagh 
, Zeinab Gholamnia-Shirvani , Roghaye Akbari , Sedighe Soleimanian , Somaye Oladi , Samaneh Sharifi , Faeze Aghajanpour , Yasaman Habibzade , Maryam Ghaemi-Amiri *
, Zeinab Gholamnia-Shirvani , Roghaye Akbari , Sedighe Soleimanian , Somaye Oladi , Samaneh Sharifi , Faeze Aghajanpour , Yasaman Habibzade , Maryam Ghaemi-Amiri *
Education Development Center of Medical Sciences, Babol University of Medical Sciences, Babol, Iran
Abstract: (1900 Views)
Background and Objective: DOPS and mini-CEX exams are work-based assessments that evaluate learners' abilities in real-world environments. Given that these exams are used as an evaluation method at Babol University of Medical Sciences, we focused on examining the self-assessment results of medical interns and residents from the DOPS and mini-CEX tests.
Methods: This semi-experimental study was conducted on 85 medical students at Babol University of Medical Sciences, assessing students' skills using validated DOPS and mini-CEX checklists. The checklists were prepared by faculty members, and their validity and reliability were confirmed by EDC. The skills assessment was done in two phases, one month apart, and the results were analyzed comparatively.
Findings: The evaluation results from the teachers on the students in the DOPS exams showed that their performance was mostly "as expected," and in the second stage, the assessments of "below expectations" decreased. The students' self-assessment significantly improved in the second stage, with average scores of 3.05±0.09 and 3.93±0.06 (P<0.0001). In the mini-CEX exam, the evaluations indicated a "satisfactory" performance in the first stage and a drop in "dissatisfaction" in the second. The average scores for this exam also significantly improved, with averages of 3.08±0.94 and 3.99±0.71 in the first and second stages (P<0.0001).
Conclusion: Therefore, it can be concluded that modern student evaluation tests (DOPS & mini-CEX) have significant positive effects, increasing the skills and satisfaction of both students and even professors.
Methods: This semi-experimental study was conducted on 85 medical students at Babol University of Medical Sciences, assessing students' skills using validated DOPS and mini-CEX checklists. The checklists were prepared by faculty members, and their validity and reliability were confirmed by EDC. The skills assessment was done in two phases, one month apart, and the results were analyzed comparatively.
Findings: The evaluation results from the teachers on the students in the DOPS exams showed that their performance was mostly "as expected," and in the second stage, the assessments of "below expectations" decreased. The students' self-assessment significantly improved in the second stage, with average scores of 3.05±0.09 and 3.93±0.06 (P<0.0001). In the mini-CEX exam, the evaluations indicated a "satisfactory" performance in the first stage and a drop in "dissatisfaction" in the second. The average scores for this exam also significantly improved, with averages of 3.08±0.94 and 3.99±0.71 in the first and second stages (P<0.0001).
Conclusion: Therefore, it can be concluded that modern student evaluation tests (DOPS & mini-CEX) have significant positive effects, increasing the skills and satisfaction of both students and even professors.
Type of Study: Research |
Subject:
Special
Received: 2024/09/3 | Accepted: 2024/04/3 | Published: 2024/04/3
Received: 2024/09/3 | Accepted: 2024/04/3 | Published: 2024/04/3
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This work is licensed under a Creative Commons Attribution-NonCommercial (CC BY-NC)