Application of Mini-CEX Evaluation Combined With Segmented Teaching Approach in the Training of Surgical Clinical Practice Skills for Resident Physicians

Abstract

Objective

To evaluate the impact of integrating Mini-CEX assessment with Segmented teaching on the improvement of surgical clinical practice skills among first-year resident physicians, and to compare its effectiveness with traditional teaching methods.

Methods

A total of 42 first-year resident physicians undergoing standardized training at the First Affiliated Hospital of Hengyang Medical School, University of South China from April to June 2024, who were participating in surgical clinical practice skills training for excision of superficial tumors, were selected as subjects. The participants were randomly divided into 2 groups: an experimental group and a control group, with 21 participants in each. The control group employed traditional teaching methods, while the experimental group utilized the Mini-CEX assessment combined with Segmented teaching methods. Both groups were assessed on their practical skills, theoretical knowledge, Mini-CEX evaluations, and Student Evaluation of Educational Quality (SEEQ) before and after the training, and their results were compared.

Results

There were no statistically significant differences in practical skills and theoretical knowledge scores between the experimental and control groups before training (p < 0.05). However, after the training, the experimental group scored significantly higher than the control group in theoretical and practical exams, Mini-CEX evaluation dimensions, and SEEQ teaching quality assessment scores, with statistically significant differences (p < 0.05).

Conclusion

The combination of Mini-CEX assessment with Segmented teaching methods can achieve better training outcomes in surgical clinical practice skills training.