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Objective Mini clinical evaluation exercise (mini-CEX) and objective structured clinical examination (OSCE) are widely acknowledged as effective measures of resident standardization training (RST) in European and American countries. However, in China primary mini-CEX and OSCE forms are mainly limited in undergraduate clinical examination. Little knowledge is available regarding the validity and right way of mini-CEX /OSCE evaluation system in advanced dental clinical education so far. This study aimed to explore whether combination of mini-CEX and OSCE represents a global-dimension assessment for postgraduate clinical competence in RST. Methods Postgraduates who received RST from June 2017 to June 2019 were selected and evaluated by modified mini-CEX/OSCE scales. Each student received evaluations at least twice in the initial and final stages of training (tested every 4 months). A questionnaire was conducted to investigate the satisfaction with the arrangement of RST. Results Mini-CEX/OSCE test results indicated that postgraduates have significantly improved their comprehensive competence in RST projects in the department of prosthodontics ( P  < 0.05). Compared to other master of Stomatology students, postgraduates taking up prosthodontics master’s degree have made more progresses through a training period of up to 1 year and four sessions of face-to-face feedback tutoring ( P  < 0.05). Survey results revealed high level of satisfaction on clinical practice evaluation. Conclusion Modified mini-CEX/OSCE combined evaluation system is an effective and reliable assessment tool for clinical comprehensive ability in the RST of professional graduates and can fully highlight their respective advantages on the improvement of students’ clinical competency, especially after several rounds of assessments.

Background As an important medical personnel training system in China, standardized residency training plays an important role in enriching residents’ clinical experience, improving their ability to communicate with patients and their clinical expertise. The difficulty of teaching neurology lies in the fact that there are many types of diseases, complicated conditions, and strong specialisation, which puts higher requirements on residents’ independent learning ability, the cultivation of critical thinking, and the learning effect. Based on the concept of ADDIE (Analysis-Design-Development-Implementation-Evaluation), this study combines the theory and clinical practice of flipped classroom teaching method to evaluate the teaching effect, so as to provide a basis and reference for the implementation of flipped classroom in the future of neurology residency training teaching. Methods The participants of the study were 90 neurology residents in standardised training in our hospital in the classes of 2019 and 2020. A total of 90 residents were divided into a control group and an observation group of 45 cases each using the random number table method. The control group used traditional teaching methods, including problem based learning (PBL), case-based learning (CBL), and lecture-based learning (LBL). The observation group adopted the flipped classroom teaching method based on the ADDIE teaching concept. A unified assessment of the learning outcomes of the residents was conducted before they left the department in the fourth week, including the assessment of theoretical and skill knowledge, the assessment of independent learning ability, the assessment of critical thinking ability, and the assessment of clinical practice ability. Finally, the overall quality of teaching was assessed. Results The theoretical and clinical skills assessment scores achieved by the observation group were significantly higher than those of the control group, and the results were statistically significant ( P  < 0.001). The scores of independent learning ability and critical thinking ability of the observation group were better than those of the control group, showing statistically significant differences ( P  < 0.001). The observation group was better than the control group in all indicators in terms of Mini-Cex score ( P  < 0.05). In addition, the observation group had better teaching quality compared to the control group ( P  < 0.001). Conclusion Based on the concept of ADDIE combined with flipped classroom teaching method can effectively improve the teaching effect of standardized training of neurology residents, and had a positive effect on the improvement of residents’ autonomous learning ability, critical thinking ability, theoretical knowledge and clinical comprehensive ability.

Assessors’ scores in performance assessments are known to be highly variable. Attempted improvements through training or rating format have achieved minimal gains. The mechanisms that contribute to variability in assessors’ scoring remain unclear. This study investigated these mechanisms. We used a qualitative approach to study assessors’ judgements whilst they observed common simulated videoed performances of junior doctors obtaining clinical histories. Assessors commented concurrently and retrospectively on performances, provided scores and follow-up interviews. Data were analysed using principles of grounded theory. We developed three themes that help to explain how variability arises: Differential Salience —assessors paid attention to (or valued) different aspects of the performances to different degrees; Criterion Uncertainty —assessors’ criteria were differently constructed, uncertain, and were influenced by recent exemplars; Information Integration —assessors described the valence of their comments in their own unique narrative terms, usually forming global impressions. Our results (whilst not precluding the operation of established biases) describe mechanisms by which assessors’ judgements become meaningfully-different or unique. Our results have theoretical relevance to understanding the formative educational messages that performance assessments provide. They give insight relevant to assessor training, assessors’ ability to be observationally “objective” and to the educational value of narrative comments (in contrast to numerical ratings).

Background After the COVID-19 epidemic, the state has paid more attention to the clinical teaching function of affiliated hospitals of colleges and universities. Strengthening the integration of medicine and education and improving the quality and effect of clinical practice teaching are critical challenges facing medical education. The difficulty of orthopedic teaching lies in the characteristics of a wide variety of diseases, strong professionalism, and relatively abstract characteristics, which affect the initiative, enthusiasm, and learning effect of nursing students. In this study, a flipped classroom teaching plan based on the CDIO (conceive–design–implement–operate) concept was constructed and practiced in the orthopedic nursing student training course to improve the effect of practical teaching, and it is convenient for teachers to implement more effective and targeted teaching in the flipped classroom of nursing education and even medical education in the future. Methods Fifty undergraduate nursing students who practiced in the Orthopedics Department of a tertiary hospital in June 2017 were enrolled in the control group, while 50 undergraduate nursing students who practiced in the same department in June 2018 were enrolled in the intervention group. The intervention group adopted the flipped classroom teaching mode of the CDIO concept, whereas the control group adopted the traditional teaching mode. After finishing the department practice task, the students in the two groups completed the evaluation of theory, operation skills, independent learning ability, and critical thinking ability. They completed the evaluation of clinical practice ability in eight dimensions, including four processes of nursing procedures, humanistic care ability, and evaluation of clinical teaching quality for two groups of teachers. Results After teaching, the clinical practice ability, critical thinking ability, autonomous learning ability, theoretical and operational performance, and evaluation of clinical teaching quality in the intervention group were significantly higher than those in the control group (all p < 0.05). Conclusion The CDIO-based teaching mode can stimulate the independent learning ability and critical thinking ability of nursing interns, promote the organic combination of theory and practice, improve their ability to comprehensively use theoretical knowledge to analyze and solve practical problems, and improve teaching effectiveness.

Background Virtual simulation in medical education is often fragmented, lacking a continuous pathway from theory to clinical practice. The Mini-Clinical Evaluation Exercise (Mini-CEX) offers a competency-based assessment framework that could address this gap. This study aimed to develop and evaluate a four-stage virtual simulation teaching platform integrating the Mini-CEX framework for clinical medicine training. Methods The four-stage platform (theoretical instruction, faculty demonstration, virtual simulation practice, bedside training) was developed and implemented with 120 final-year clinical medicine interns. A 15-item questionnaire, developed by the research team, assessed students’ learning experiences (10 items; 10-point Likert scale) and the platform’s functional demands (5 items; 0–1 scale). Data were analyzed using descriptive statistics (mean, SD) in SPSS 26.0. Results Student acceptance of the model was high, with mean scores for all experience items exceeding 7.1. The highest-rated aspects were flexibility in using fragmented time (8.3 ± 0.5) and platform ease of use (8.3 ± 0.3). The most desired platform functions were access to course materials (0.82) and assessment information (0.80). Conclusion The Mini-CEX-oriented four-stage virtual simulation platform is a feasible and well-accepted model that effectively integrates clinical knowledge and skills training. It provides a structured pathway for competency development, supporting its potential for broader implementation in medical education reform.

Background The mini clinical evaluation exercise (Mini-CEX) is widely recognized as an effective measure for standardized training for resident physicians in European and American countries. However, in China, use of the Mini-CEX evaluation is limited to clinical patients. Previous studies have not assessed the combined efficacy of the Mini-CEX with student-standardized patients (SSPs) in rehabilitation medicine education. Therefore, this study explored whether combining Mini-CEX and SSP can improve resident physicians’ clinical and communication skills. Methods The sample comprised students who received standardized training for resident physicians from January 2022 to December 2023. Before the training began, the observation and control groups received Mini-CEX evaluation. During the training period, the observation group received Mini-CEX combined with SSP evaluation every 2 weeks, while the control group was not evaluated. Before leaving the department after the eighth week, the resident physicians’ learning outcomes were uniformly evaluated, including theoretical knowledge, Mini-CEX, clinical thinking, and specialized skills. A questionnaire was used to collect students’ evaluations of teaching. Results After 8 weeks, the Mini-CEX combined with SSP group was superior to the control group in terms of consultation skills, communication skills, clinical judgment, humanistic concern, and overall clinical competency ( p  < 0.05). Compared with traditional Mini-CEX, resident physicians made greater progress in their clinical comprehensive abilities, especially in clinical thinking, patient reception and case writing ( p  < 0.05). The survey results indicated that resident physicians were highly satisfied with the Mini-CEX combined with SSP. Conclusion Mini-CEX combined with SSP is an effective and reliable evaluation method for rehabilitation resident physician training, with advantages for improving students’ clinical abilities.

This study aimed to evaluate the effectiveness of the Mini-Clinical Evaluation Exercise (Mini-CEX) in assessing and improving clinical competencies among medical interns during a 4-week infectious disease rotation. Forty-six medical interns were assessed using Mini-CEX at the start and end of their rotation. The tool evaluated seven domains: history taking, physical examination, clinical judgment, humanistic care, communication skills, organizational effectiveness, and overall competence. Teaching physicians were trained uniformly before the trial. After the internship, interns and teaching physicians completed questionnaires and interviews. During the internship period when Mini-CEX was implemented, significant improvements were observed in interns' clinical skills across multiple domains. For example, the average scores of interns in history taking increased from 5.12 ± 0.89 to 6.22 ± 1.01, and in physical examination from 3.97 ± 0.69 to 5.24 ± 0.86. Interns showed high acceptance and satisfaction with Mini-CEX. The implementation of Mini-CEX also improved teaching effectiveness, with enhanced teacher-student interactions. Mini-CEX is a feasible and effective tool for clinical skill development in infectious disease training. Its structured feedback mechanism aligns with competency-based medical education (CBME) goals. Future studies should explore its scalability across disciplines and integration with complementary assessment tools.

Traditional pediatric internship training for undergraduate medical students is often limited by student passivity and underdevelopment of clinical reasoning and skills. This study aimed to evaluate the effectiveness of the Quality Control Circle (QCC) method, integrated with Mini-Clinical Evaluation Exams (Mini-CEX) and Direct Observation of Procedural Skills (DOPS) assessments, in enhancing clinical competencies and teaching outcomes during pediatric internships. Eighty-four medical students were randomly assigned to a QCC group (traditional teaching plus QCC activities) or a control group (traditional teaching only). Clinical skills were assessed using Mini-CEX and DOPS before and after the 4-week pediatric internship. Final exam results and teaching satisfaction were also compared. Baseline scores showed no significant differences. Post-intervention, both groups improved, but the QCC group demonstrated significantly greater improvement in all Mini-CEX domains (medical history taking, physical examination, professionalism, clinical judgment, communication, efficiency, overall competence) and all 11 DOPS items (e.g., procedural understanding, aseptic technique, communication) ( P  < 0.05). The QCC group also scored higher in final theoretical exams, skill operations, and medical record writing ( P  < 0.05). Self-evaluations indicated significant progress in eight comprehensive competencies, notably problem-solving and communication skills ( P  < 0.05). Teaching satisfaction was significantly higher in the QCC group (92.85%) than in the control group (76.19%) ( P  = 0.024). The QCC teaching model significantly enhances clinical skills, assessment performance, comprehensive competencies, and teaching satisfaction in pediatric internships compared to traditional methods, proving to be a valuable approach for improving clinical teaching quality.

Background Standardized training for resident physicians (STRP) is essential for improving their clinical skills. The standardized training for resident physicians in emergency medicine differs from other disciplines, focusing more on knowledge related to medical emergencies and emergency care skills requiring urgency and real-time response. There are specific differences in knowledge content, teaching methods, curriculum design, and career development compared to other specialties. As a national-level teaching base for emergency medicine, our hospital continuously explores and innovates in teaching models, discovering a model more suitable for emergency medicine. Objective This study summarizes practical experience in teaching and assessment integration (TAA), evaluates teaching training effectiveness with the Clinical Thinking Training System (CTTS), and examines integrating this system with innovative teaching and assessment models' impact on resident physicians' clinical abilities. Methods In our study, we selected residents who rotated in our department from July-December 2023 and randomly divided them into a reform group ( n  = 106) and a control group ( n  = 104). The reform group received training using the Clinical Thinking Training System (CTTS) while the control group received standard training consistent with the existing STRP framework. We integrate innovative teaching and assessment (TAA) models and the Entrustable Professional Activities (EPAs) scale to assess students' abilities, stratifying by grade level, background, and major to evaluate students' departmental rotation examination (DRE) and EPAs scores. Result The DRE scores and Mini-CEX scores were significantly higher in the reformed group compared to the control group. The final assessments showed the reform group scored significantly higher in first-case documentation and overall clinical thinking decision-making. Specifically, the reform group had significantly higher scores in first-case documentation for second-year, third-year, undergraduate, and graduate students, and non-emergency specialty students. The clinical thinking decision-making scores of the reform group were significantly higher across different years, specialties, and educational backgrounds. All the EPAs results indicated the CTTS improved treatment decision-making abilities among students with different years of training, educational backgrounds, and specialties. Moreover, the ability for continuous patient management improved to some extent among students in different years and with different educational backgrounds. Conclusion The integration of innovative teaching and assessment models with the CTTS is more conducive to improving the examination performance and confidence in professional behavior of resident physicians.

Background With increasing emphasis on the education of medical interns, more and more attention was paid on the teaching situation of interns in university affiliated hospitals. How to integrate the medicine and education is the key to improve the quality of clinical internship. Methods One hundred and twenty two fifth-year medical interns who interned in the urological department of the Second Affiliated Hospital of Anhui Medical University between March 2025 and August 2025 were randomly assigned to an experimental group (combined PBL and Mini-CEX approach) or a control group (traditional teaching). All interns were assessed using theoretical tests, Mini-CEX evaluations of clinical skills before and after the two-week rotation. Furthermore, the teaching feedback evaluation of interns was utilized for investigating interns’ feedback with the teaching models via a questionnaire survey. Results The experimental group scored significantly higher than the control group on post-rotation theoretical tests and across all Mini-CEX components, including medical history-taking, physical examination, and clinical judgment (all p  < 0.05). Interns in the experimental group also reported greater improvements in self-learning, literature retrieval skills, learning initiative and motivation, teamwork ability, and satisfaction (all p  < 0.05). Discussion The combined PBL and Mini-CEX approach is a highly effective teaching model for urological internships, enhancing both theoretical knowledge and practical clinical skills. Further multi-center studies are recommended to confirm its broader applicability.