Authors : Suhoyo Y , Schonrock-Adema J , Rahayu GR, Kuks JBM & Cohen-Schotanus J | Published : 01 November 2014
Medical Teacher. 2014 Oct;36(10):894-902
http://www.tandfonline.com/doi/abs/10.3109/0142159X.2014.917160
Abstract
Background:
Medical schools all over the world try to ad apt their programs to meet international standards. However, local culture might hamper innovation attempts. Aims: To describe challenges in implementing the mini-CEX in Indonesia and investigate its effect on students’ clinical competence.
Methods:
The study was conducted in the Internal Medicine and Neurology departments of the Universitas Gadjah Mada, Indonesia. Implementing the mini-CEX into the existing curriculum, while taking the Indonesian culture into account, implied a shift from group to individual feedback. We compared students’ final clinical competence before (Internal Medicine n¼ 122, Neurology n¼ 183) and after (n¼ 183 and 186, respectively) the implementation of the mini-CEX, using a modified Objective Structured Long Examination Record (OSLER). The Mann–Whitney test was used to analyze the data.
Results:
We took power distance and individualism into account to facilitate the implementation process. After implementing the mini-CEX, the OSLER results were significant higher in Internal Medicine (p50.05). However, no differences were found in Neurology.
Conclusion:
By managing the innovation process carefully and taking culture and local context into account, the mini-CEX can be implemented without changing the underlying concept. The shift from group to individual feedback seems to have a positive effect on student learning.
Indexed in:
http://www.ncbi.nlm.nih.gov/pubmed/25180877
http://www.tandfonline.com/doi/abs/10.3109/0142159X.2014.917160?journalCode=imte20
http://www.medscape.com/viewpublication/7490_11