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Medical Teacher Volume 40, 2018 - Issue 4
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Original Articles

Factors influencing the educational impact of Mini-CEX and DOPS: A qualitative synthesis

Andrea C. LörwaldDepartment of Assessment and Evaluation, Institute of Medical Education, University of Bern, Bern, Switzerland; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-4217-8101View further author information
ORCID Icon,
Felicitas-Maria LahnerDepartment of Assessment and Evaluation, Institute of Medical Education, University of Bern, Bern, Switzerland; View further author information
,
Robert GreifDepartment of Anaesthesiology and Pain Medicine, Bern University Hospital, Bern, Switzerland; ORCID Iconhttp://orcid.org/0000-0003-0160-2073View further author information
ORCID Icon,
Christoph BerendonkDepartment of Assessment and Evaluation, Institute of Medical Education, University of Bern, Bern, Switzerland; ORCID Iconhttp://orcid.org/0000-0002-3740-9358View further author information
ORCID Icon,
John NorciniFoundation for Avancement of International Medical Education and Research (FAIMER), Philadelphia, PA, USAORCID Iconhttp://orcid.org/0000-0002-8464-4115View further author information
ORCID Icon &
Sören HuwendiekDepartment of Assessment and Evaluation, Institute of Medical Education, University of Bern, Bern, Switzerland; ORCID Iconhttp://orcid.org/0000-0001-6116-9633View further author information
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Pages 414-420 | Published online: 30 Nov 2017

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Yuying Liang & Lorraine M. Noble. (2021) Chinese doctors’ views on workplace-based assessment: trainee and supervisor perspectives of the mini-CEX. Medical Education Online 26:1.
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John Q. Young, Rebekah Sugarman, Jessica Schwartz & Patricia S. O’Sullivan. (2020) Overcoming the Challenges of Direct Observation and Feedback Programs: A Qualitative Exploration of Resident and Faculty Experiences. Teaching and Learning in Medicine 32:5, pages 541-551.
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Sara Mortaz Hejri, Mohammad Jalili, Rasoul Masoomi, Mandana Shirazi, Saharnaz Nedjat & John Norcini. (2020) The utility of mini-Clinical Evaluation Exercise in undergraduate and postgraduate medical education: A BEME review: BEME Guide No. 59 . Medical Teacher 42:2, pages 125-142.
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Andrea C. Lörwald, Felicitas-Maria Lahner, Bettina Mooser, Martin Perrig, Matthias K. Widmer, Robert Greif & Sören Huwendiek. (2019) Influences on the implementation of Mini-CEX and DOPS for postgraduate medical trainees’ learning: A grounded theory study. Medical Teacher 41:4, pages 448-456.
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Andrea Carolin Lörwald, Daniel Bauer, Felicitas-Maria Lahner, Robert Greif, Christoph Berendonk, John Norcini & Sören Huwendiek. (2018) The Authors reply: Factors influencing the educational impact of mini-CEX and DOPS. Medical Teacher 40:8, pages 868-868.
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Eleanor Evans & Chania Lambrinudi. (2018) Response to: Factors influencing the educational impact of mini-CEX and DOPS: A qualitative synthesis. Medical Teacher 40:8, pages 867-867.
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Behzad Imani & Jeyran Asadi Hajivand. (2024) Nursing Students’ Performance and Feedback on Two Clinical Evaluation Methods in Operating Room: A Quasi-Experimental Study. Educational Research in Medical Sciences 12:1.
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Thun How Ong, Hwee Kuan Ong, Adrian Chan, Dujeepa D. Samarasekera & Cees Van der Vleuten. (2024) Micro CEX vs Mini CEX: Less can be more. The Asia Pacific Scholar 9:1, pages 3-19.
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Mary Ryder, Rita Smith & Eileen Furlong. (2023) Evaluation of a nurse practitioner clinical practicum module using a capability education framework: A case study design. Journal of Clinical Nursing 32:13-14, pages 3775-3786.
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Philippe-Fabian Pohlmann. (2023) Weiterbildung Urologie in Deutschland, Österreich und der Schweiz (DACH-Raum) unter der LupeCloser examination of specialization training in urology in German-speaking countries. Die Urologie 62:5, pages 494-502.
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Jifeng Zhang, Prince Last Mudenda Zilundu, Wenbin Zhang, Guangyin Yu, Sumei Li, Lihua Zhou & Guoqing Guo. (2022) The use of a surgical boot camp combining anatomical education and surgical simulation for internship preparedness among senior medical students. BMC Medical Education 22:1.
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John Q. Young. 2022. Graduate Medical Education in Psychiatry. Graduate Medical Education in Psychiatry 267 290 .
Norah Duggan, Vernon R. Curran, Nicholas A. Fairbridge, Diana Deacon, Heidi Coombs, Katherine Stringer & Stephen Pennell. (2020) Using mobile technology in assessment of entrustable professional activities in undergraduate medical education. Perspectives on Medical Education 10:6, pages 373-377.
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Kai-Feng Li, Bo-Zhi Liu, Fei-Fei Wu, Xia-Cheng Sun, Fei Tian, You-Sheng Wu, Le-Le Ji, Nan-Nan Liu, Hai-Feng Zhang & Ya-Yun Wang. (2021) Outcome-based student assessment enhances academic performance in basic medical laboratory course. Advances in Physiology Education 45:2, pages 269-275.
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John Q. Young, Jason R. Frank & Eric S. Holmboe. (2021) Advancing Workplace-Based Assessment in Psychiatric Education. Psychiatric Clinics of North America 44:2, pages 317-332.
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Falk Ochsendorf & Julia Welzel. (2021) Kompetenzorientierte Weiterbildung in der DermatologieCompetence-oriented specialist training in dermatology. Der Hautarzt 72:6, pages 535-548.
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Shideh Dabir, Mohammad Hoseinzadeh, Faramarz Mosaffa, Behnam Hosseini, Mastaneh Dahi, Maryam Vosoughian, Mohammadreza Moshari, Soodeh Tabashi & Ali Dabbagh. (2021) The Effect of Repeated Direct Observation of Procedural Skills (R-DOPS) Assessment Method on the Clinical Skills of Anesthesiology Residents. Anesthesiology and Pain Medicine 11:1.
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AnaG Palis, Jesús Barrio-Barrio, EduardoP Mayorga, Ilhem Mili-Boussen, ChristelleD Noche, Meenakshi Swaminathan & KarlC Golnik. (2021) The International Council of Ophthalmology Ophthalmic clinical evaluation exercise. Indian Journal of Ophthalmology 69:1, pages 43.
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Carlos Alberto de Oliveira, Eliana Martorano Amaral, Eliana Goldfarb Cyrino & Reinaldo José Gianini. (2021) Encontros e desencontros entre projetos pedagógicos de cursos de Medicina e Diretrizes Curriculares Nacionais: percepções de professores. Interface - Comunicação, Saúde, Educação 25.
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George D. Shorten, Edoardo De Robertis, Zeev Goldik, Sibylle Kietaibl, Leila Niemi-Murola & Olegs Sabelnikovs. (2020) European Section/Board of Anaesthesiology/European Society of Anaesthesiology consensus statement on competency-based education and training in anaesthesiology. European Journal of Anaesthesiology 37:6, pages 421-434.
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Evan Tannenbaum, Hossai Furmli, Nancy Kent, Sharon Dore, Margaret Sagle & Nicolette Caccia. (2020) Exploring Faculty Perceptions of Competency-Based Medical Education and Assessing Needs for Implementation in Obstetrics and Gynaecology Residency. Journal of Obstetrics and Gynaecology Canada 42:6, pages 707-717.
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Yali Wu, Mingfu Gong, Dong Zhang & Chun Zhang. (2020) Educational impact of the mini-Clinical Evaluation Exercise in resident standardization training: a comparative study between resident and professional degree postgraduate trainees. Journal of International Medical Research 48:5, pages 030006052092005.
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P. Stieger, F. Adili & S. König. (2019) Klinische Lehrexperten in der Aus- und WeiterbildungClinician teachers in undergraduate and postgraduate medical education. Gefässchirurgie 24:8, pages 598-603.
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Azadeh Kordestani Moghaddam, Hamid Reza Khankeh, Mohammad Shariati, John Norcini & Mohammad Jalili. (2019) Educational impact of assessment on medical students’ learning at Tehran University of Medical Sciences: a qualitative study. BMJ Open 9:7, pages e031014.
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Sarah König & Alexander Hörnlein. (2018) Prüfungen im Medizinstudium – mehr als nur NotenExaminations while studying medicine – more than simply grades. Wiener Medizinische Wochenschrift 169:5-6, pages 126-131.
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