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The use of mini-CEX in UK foundation training six years following its introduction: Lessons still to be learned and the benefit of formal teaching regarding its utility

机译：在引入mini-CEX之后的六年中，它们在英国的基础培训中的使用：尚需学习的经验教训以及有关其效用的正式教学的益处

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摘要

We read with interest the recent article that explored the experiences, opinions and attitudes of foundation year one (FY1) doctors in one foundation school towards the mini-clinical evaluation exercise (mini-CEX) (Weston & Smith 2014). Determining the value and utility of currently used learning and assessment tools is vital. However, there are a few aspects of this article that require further clarification and comment. First, the low response rate (19.4%), female preponderance and lack of views from non-UK trained medical graduates suggest these results are unlikely to be representative of the opinion of current FYls and thus not generaiizable to other areas of the UK. As acknowledged by the authors, such a poor response rate allows significant bias to be introduced. All subsequent results and recommendations should therefore be interpreted with a degree of caution.
机译：我们感兴趣地阅读了最近的一篇文章，该文章探讨了在一所预科学校开展一年级预科课程的医生的经验，观点和态度，以开展微型临床评估活动（mini-CEX）（Weston＆Smith 2014）。确定当前使用的学习和评估工具的价值和实用性至关重要。但是，本文的某些方面需要进一步的说明和评论。首先，低响应率（19.4％），女性优势以及未受过英国培训的医学专业毕业生的看法不足表明，这些结果不太可能代表当前的财政年度的观点，因此无法推广到英国的其他地区。正如作者所承认的那样，如此低的响应率允许引入明显的偏差。因此，应谨慎谨慎地解释所有后续结果和建议。

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