Trial reportBMC medical education2025
Effect of Mini-CEX as formative learning tool for clinical skills in undergraduate medical students in a private medical university in Karachi, Pakistan.
Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- The application of quality control circle activities in the management of clinical undergraduate pediatric internship teaching.BMC medical education · 2026Trial
- Hidden Talents in Medical Education: Visual Thinkers May Activate Intelligences Through Mind Mapping.Advances in medical education and practice · 2026Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionThe mini clinical evaluation exercise (Mini-CEX) is one of the well-known tools of workplace-based assessment (WPBAs) used in medical Education. The effectiveness of this method needs to be determined for undergraduate learning, just as it is already in use for post graduate training.
objectiveTo study the effect of Mini-CEX as formative learning tool for clinical skills in undergraduate medical students in a private medical university in Karachi, Pakistan. MATERIAL AND
methodsSetting is Bahria Medical and Dental College with a total duration of one year. This study is a quasi-experimental design with simple random sampling. A total of 143 final-year MBBS students were recruited after obtaining informed written consent. Participants were randomly allocated into four groups, with each group completing a two-month clinical rotation in the Pediatrics Department during the academic year. Randomization was performed using an online random selection generator (Berman H.G., "Random Number Generator"). Students assigned to the Pediatrics rotation were randomized into two control groups and two intervention (case) groups. Weekly, students were further randomized and assigned to different faculty members to minimize instructor-related bias. The random number was generated by producing 146 unique random numbers within the range of 1 to 146, ensuring that no duplicates were included. The Pediatric faculty was trained on how to use Mini-CEX form during daily teaching sessions. One briefing session was followed by personalized hands-on training on how to use the form and also to provide step by step feedback to students. Another questionnaire form sent to the students to ask about their opinion and concerns regarding the effectiveness of this process. The ward test marks evaluated. Analysis done on SPSS version 22. Data collection after approval from IRB.
resultOut of 143 students, 76 (53.1%) received Mini-CEX evaluations. Intervention groups achieved higher ward test (72.3 ± 7.5 vs. 65.4 ± 8.2; p = 0.002; d = 0.65) and OSCE scores (75.6 ± 6.9 vs. 68.1 ± 7.8; p = 0.001; d = 0.71) than controls. Among 61 respondents (80.3%), 85.2% reported improved clinical skills and confidence, with limited faculty availability noted as a barrier.
conclusionMini-CEX improved clinical competence, confidence, and assessment scores, confirming effectiveness as a formative tool, though faculty training and time limitations remain notable implementation barriers.
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