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Impact of a Simulated Mini-CEX on Clinical Performance During a Real-World Mini-CEX

No phase Interventional Volunteers Medical Students in Anesthesiology-intensive Care

For patients and families

In plain language

An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.

What is being studied
The protocol lists: Behavioral.
Who it may be relevant to
Registry conditions: Volunteers Medical Students in Anesthesiology-intensive Care. Basic parameters: from 18 years · All.
What needs checking
Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
Where it takes place
Center list to be confirmed — check the primary protocol.
Next step
Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →

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Official title

Impact of a Simulated Mini-CEX on Clinical Performance During a Real-World Mini-CEX: A Multicenter Study in Anesthesiology and Intensive Care Medicine

Overview

Modern medical education is based on competency-based learning and the use of formative assessment tools in real clinical settings, such as the Mini-Clinical Evaluation Exercise (mini-CEX). However, the impact of a prior simulated mini-CEX experience on subsequent performance in real clinical settings remains insufficiently studied, particularly among medical students in anesthesiology-intensive care (DCEM3). This study aimed to assess the effect of a simulated mini-CEX on performance during a real mini-CEX in pre-anesthetic consultation.

Detailed description

We conducted a prospective, multicenter interventional study over 4 weeks in three anesthesiology-intensive care departments in Tunis. Volunteer DCEM3 students were assessed by trained anesthesiology faculty using the mini-CEX tool. The intervention consisted of a structured two-step assessment of pre-anesthetic consultation: a standardized simulation followed by a real clinical encounter. Performance was evaluated using a 7-domain mini-CEX checklist, including direct observation, scoring, and immediate formative feedback. The primary outcome was the overall mini-CEX score. Secondary outcomes included domain-specific scores, inter-rater reliability, individual progression, and participant satisfaction.

Interventions

  • Other Behavioral
    Mini-CEX educational assessment during pre-anesthetic consultation: Volunteer fifth-year medical students were assessed by trained anesthesiology faculty using the mini-CEX tool. The intervention consisted of a structured two-step assessment of pre-anesthetic consultation: a standardized simulation followed by a real clinical encounter.

Primary outcome measures

  • students' overall performance [Time frame: Through study completion, up to 4 weeks]
Secondary outcome measures (5)
  • Scores for each domain [Time frame: at the and of each Mini-CEX , Through study completion, up to 4 weeks]
  • Inter-rater reproducibility of Mini-CEX [Time frame: at the end of the simulated Mini-CEx, Through study completion, up to 4 weeks]
  • Individual performance gain [Time frame: at the end of the internship, Through study completion, up to 4 weeks]
  • Learner and faculty satisfaction [Time frame: at the end of internship, Through study completion, up to 4 weeks]
  • The time required to complete the consultation [Time frame: at the end of each Mini-Cex, Through study completion, up to 4 weeks]

Eligibility criteria

Inclusion criteria

  • Fifth-year medical students (DCEM3) enrolled at the Faculty of Medicine of Tunis within the acute medicine program.
  • Students completing their clinical clerkship during the second semester of the 2025-2026 academic year in one of the three participating anesthesiology and intensive care departments.
  • Students who voluntarily agree to participate and have provided written informed consent.

Exclusion criteria

  • Students who do not complete the entire educational curriculum (absence from either of the two assessments).
  • Students who have already received similar training.

Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.

Healthy volunteers: Yes

Study design

Allocation
N/A
Model
Single group
Masking
Open label
Primary purpose
Other

Study locations

Center list to be confirmed — check the primary protocol.

Identifiers

NCT: NCT07663760 · Simulated mini-CEX

Primary sources (government registries)

View this study on ClinicalTrials.gov ↗