Workplace-Based Assessment of Clinical Competencies in Pediatric Residents
Abstract Introduction: Assessing clinical competencies through workplace-based evaluations is essential for accurately measuring residents’ performance and enhancing their learning. This study aimed to evaluate pediatric residents’ clinical competencies using a competency-based framework incorporat...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | fas |
| Published: |
Shahid Sadoughi University of Medical Sciences
2025-06-01
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| Series: | Journal of Medical Education and Development |
| Subjects: | |
| Online Access: | http://jmed.ssu.ac.ir/article-1-1551-en.pdf |
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| Summary: | Abstract
Introduction: Assessing clinical competencies through workplace-based evaluations is essential for accurately measuring residents’ performance and enhancing their learning. This study aimed to evaluate pediatric residents’ clinical competencies using a competency-based framework incorporating the Mini-Clinical Evaluation Exercise (Mini-CEX) and a 360-degree evaluation.
Methods: This descriptive-analytical study was conducted at Shahid Sadoughi University of Medical Sciences, Yazd, involving 18 pediatric residents at Shahid Sadoughi Hospital. The Mini-CEX assessed seven domains: history-taking, physical examination, professional commitment, clinical judgment, communication skills, organization, and overall patient care. Each resident underwent at least three Mini-CEX assessments over nine months, with individual feedback sessions averaging 10 minutes. The 360-degree evaluation measured patient trust, professionalism, verbal communication, teamwork, and accountability. All scores were normalized to a 100-point scale and analyzed using descriptive statistics, t-tests, Pearson correlation, and repeated-measures ANOVA via SPSS version 16, with statistical significance set at p < 0.05.
Results: The 360-degree evaluation indicated an upper-intermediate level of performance (mean ± SD: 73.93 ± 14.61). Significant correlations were observed between faculty ratings, self-assessments, and patient feedback, as well as between patient and peer evaluations (p = 0.005). Mini-CEX scores improved over the residency period, with second-year residents outperforming third-year residents, while first-year residents had the lowest scores.
Conclusion: These findings highlight the value of diverse workplace-based assessments in delineating clinical competency and identifying areas requiring targeted improvement. Such assessments support formative evaluations, fostering continuous clinical performance enhancement. |
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| ISSN: | 2251-7065 2251-8266 |