[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-study-detail:100644375":3},{"organization":4,"outcomesModule":7,"designInfo":35,"detailedDescription":41,"studyPopulation":34,"armGroups":42,"interventions":49,"overallOfficials":34,"centralContacts":57,"locations":34,"responsibleParty":68,"collaborators":34,"id":72,"slug":34,"hasResults":73,"nctId":74,"briefTitle":75,"officialTitle":76,"acronym":34,"eligibilityCriteria":77,"healthyVolunteers":78,"sex":79,"minAge":80,"maxAge":34,"enrollmentInfo":81,"targetDuration":34,"studyType":84,"phases":85,"briefSummary":86,"conditions":87,"keywords":89,"overallStatus":94,"whyStopped":34,"lastUpdateSubmitDate":95,"lastUpdatePostDateStruct":96,"startDateStruct":99,"completionDateStruct":101,"leadSponsor":103,"locationsCount":34},{"fullName":5,"class":6},"Mongi Slim Hospital","OTHER",{"primaryOutcomes":8,"secondaryOutcomes":13,"otherOutcomes":34},[9],{"measure":10,"description":11,"timeFrame":12},"students' overall performance","measured by the mean score on the Mini-CEX checklist, compared between simulated consultation and real consultation.\n\nThe overall performance is assessed using the unabbreviated Mini-Clinical Evaluation Exercise (Mini-CEX) checklist. The global score is measured on a 9-point Likert scale, ranging from 1 (insufficient\u002Funsatisfactory performance) to 9 (exceptional\u002Fexemplary performance). Higher scores indicate a better clinical performance and greater student autonomy.","Through study completion, up to 4 weeks",[14,18,22,26,30],{"measure":15,"description":16,"timeFrame":17},"Scores for each domain","Scores for each domain (history taking, physical examination, clinical judgment, communication skills, professionalism, organization and efficiency, and overall clinical performance). Measured by the Mini-Clinical Evaluation Exercise (Mini-CEX) checklist, compared between the simulated consultation (baseline) and the real clinical consultation. The checklist uses a 9-point Likert scale where 1 represents the lowest performance (insufficient) and 9 represents the highest performance (exceptional). Higher scores indicate a better clinical outcome.","at the and of each Mini-CEX , Through study completion, up to 4 weeks",{"measure":19,"description":20,"timeFrame":21},"Inter-rater reproducibility of Mini-CEX","Inter-rater reproducibility was evaluated using the Intraclass Correlation Coefficient (ICC","at the end of the simulated Mini-CEx, Through study completion, up to 4 weeks",{"measure":23,"description":24,"timeFrame":25},"Individual performance gain","Individual performance gain (delta between simulated and real Mini-CEX scores) Calculated as the change score between the real clinical consultation and the simulated consultation (Real score minus Simulated score) using the unabbreviated Mini-Clinical Evaluation Exercise (Mini-CEX). The original Mini-CEX scale ranges from a minimum value of 1 (insufficient performance) to a maximum value of 9 (exceptional performance). The resulting performance gain score ranges from -8 to +8. A higher or positive score indicates a better outcome (improvement\u002Fperformance gain), a score of 0 indicates no change, and a negative score indicates a decrease in performance.","at the end of the internship, Through study completion, up to 4 weeks",{"measure":27,"description":28,"timeFrame":29},"Learner and faculty satisfaction","Learner and faculty satisfaction, as well as their recommendation for the use of the Mini-CEX throughout the curriculum, assessed using a Likert scale. Assessed via a post-internship questionnaire completed by both students (learners) and professors (faculty) regarding their satisfaction with the Mini-Clinical Evaluation Exercise (Mini-CEX) and their recommendation for its integration throughout the curriculum. Responses are evaluated on a 5-point Likert scale, ranging from a minimum score of 1 (Strongly disagree \u002F Very dissatisfied) to a maximum score of 5 (Strongly agree \u002F Very satisfied). Higher scores indicate a better outcome, representing higher levels of satisfaction and a stronger recommendation for curriculum implementation.","at the end of internship, Through study completion, up to 4 weeks",{"measure":31,"description":32,"timeFrame":33},"The time required to complete the consultation","The time required to complete the consultation (measured in minutes)","at the end of each Mini-Cex, Through study completion, up to 4 weeks",null,{"allocation":36,"interventionModel":37,"interventionModelDescription":38,"primaryPurpose":6,"observationalModel":34,"timePerspective":34,"maskingInfo":39},"NA","SINGLE_GROUP","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.",{"masking":40,"maskingDescription":34,"whoMasked":34},"NONE","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.",[43],{"label":44,"type":45,"description":46,"interventionNames":47},"DCEM3 students","EXPERIMENTAL","Fifth-year medical students in the second cycle during their internship in anesthesiology and intensive care.",[48],"Other: Behavioral",[50],{"type":6,"name":51,"description":52,"armGroupLabels":53,"otherNames":54},"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.",[44],[55,56],"Simulated Mini-CEX","Mini-CEX-based educational intervention",[58,64],{"name":59,"role":60,"phone":61,"phoneExt":62,"email":63},"Mhamed Sami Mebazaa, professor","CONTACT","22252589","00216","msmebazaa@gmail.com",{"name":65,"role":60,"phone":66,"phoneExt":62,"email":67},"Ben Haj youssef, assistant","96874336","amani.benhajyoussef@fmt.utm.tn",{"type":69,"investigatorFullName":70,"investigatorTitle":71,"investigatorAffiliation":5,"oldNameTitle":34,"oldOrganization":34},"PRINCIPAL_INVESTIGATOR","Mhamed Sami Mebazaa","Professor head of anesthesiology and ICU department","100644375",false,"NCT07663760","Impact of a Simulated Mini-CEX on Clinical Performance During a Real-World Mini-CEX","Impact of a Simulated Mini-CEX on Clinical Performance During a Real-World Mini-CEX: A Multicenter Study in Anesthesiology and Intensive Care Medicine","Inclusion Criteria:\n\n* Fifth-year medical students (DCEM3) enrolled at the Faculty of Medicine of Tunis within the acute medicine program.\n* 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.\n* Students who voluntarily agree to participate and have provided written informed consent.\n\nExclusion Criteria:\n\n* Students who do not complete the entire educational curriculum (absence from either of the two assessments).\n* Students who have already received similar training.",true,"ALL","18 Years",{"count":82,"type":83},18,"ESTIMATED","INTERVENTIONAL",[36],"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.",[88],"Volunteers Medical Students in Anesthesiology-intensive Care",[90,91,92,93],"Competence","Medical education","Anesthesiology","Assessment","NOT_YET_RECRUITING","2026-06-18",{"date":97,"type":98},"2026-06-23","ACTUAL",{"date":100,"type":83},"2026-06-02",{"date":102,"type":83},"2026-06-26",{"name":5,"class":6}]