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FEM: Revista de la Fundación Educación Médica
On-line version ISSN 2014-9840Print version ISSN 2014-9832
Abstract
SOUSA, Rita et al. Translation, adaptation and validation of the Mini-Clinical Evaluation Exercise to the EU-Portuguese language. FEM (Ed. impresa) [online]. 2020, vol.23, n.4, pp.179-192. Epub Nov 16, 2020. ISSN 2014-9840. https://dx.doi.org/10.33588/fem.234.1073.
Introduction:
The goal of this work is to validate tools to assess clinical competences of undergraduate medical students in the workplace. One of the most well-known scales is the Mini-Clinical Evaluation Exercise (Mini-CEX). This scale has been vastly studied, however, its validity is very variable amongst studies and it has never been validated to the EU-Portuguese language and context.
Subjects and methods:
The translation process of the Mini-CEX was conducted by 2 bilingual individuals and overseen by four physicians specialized in medical education. We performed methods of both qualitative (translation, assessment of the translation, back translation) and quantitative nature (internal consistency, construct and content validity analysis). The scale was applied to 3rd year medical students in a simulated assessment environment with a final sample size of 818 assessments.
Results:
The results show that the Portuguese version of the Mini-CEX is a valid scale and fit its purpose for the assessment of clinical competencies. The Cronbach's alpha coefficient (0.927), confirmed the internal consistency of the scale. Additionally, the validity analysis also proved to be satisfactory, with confirmatory results for all domains of the analysis.
Conclusions:
This work intends to provide a scale, translated, adapted and validated to Portuguese that is focused on clinical competencies. Given the confirmatory results of the scale's validity, supporting its feasibility and applicability, we believe this tool is ready to be implemented as a complement to clinical skills assessment.
Keywords : Clinical competences; Mini-CEX; OSCE; Portuguese; Workplace-based assessment.