<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712020000300213</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v44.3-20190274.ing</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Analysis of the Perception of Interns, Residents, and Preceptors through the Mini-CEX Evaluation Method (Mini-Clinical Evaluation Exercise)]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise das Percepções de Internos, Residentes e Preceptores por meio do Método de Avaliação Mini-CEX (Mini-Clinical Evaluation Exercise)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marinho]]></surname>
<given-names><![CDATA[Mayra Costa Baltazar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro Júnior]]></surname>
<given-names><![CDATA[Euton Freitas de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lauterbach]]></surname>
<given-names><![CDATA[Gerhard da Paz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Maria do Patrocínio Tenório]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Augusto]]></surname>
<given-names><![CDATA[Kristopherson Lustosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A5"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Christus  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade de Fortaleza  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>44</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712020000300213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712020000300213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712020000300213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: Mini-CEX is an evaluation method that covers the domains: anamnesis, physical examination, counseling, clinical judgment, organization, and professionalism. It has been tested and validated for use in any practice scenario. With its characteristic of providing feedback after a clinical assessment, the Mini-CEX can also be used as a training method to guide the professional development of students and teachers, promoting greater knowledge retention in undergraduate students and continuously providing information for students to realize how far they are from the desired objectives. The aim of this study was to assess the perception of interns, residents, and preceptors of Internal Medicine (IM) regarding the Mini-CEX instrument.  Methods:  Qualitative study, using the focus group technique, carried out from February to July 2017. Twenty interns, thirteen residents, and five IM preceptors participated. It consisted of six focus groups, two with interns, two with residents, and two with preceptors, using semi-structured questions that identified perceptions, through the methodology used, on the quality of the evaluation and possible repercussions for the teaching-learning process.  Results:  In the focus group of interns, the feedback moment of the assessment was considered essential for the learning process, although the bedside assessment was tense due to the preceptor&#8217;s presence. The residents reported that the evaluation was a valid one, as it led them to review some points in the medical literature, in addition to stimulating clinical reasoning in the face of a real situation. The preceptors validated the importance of the feedback for those who were evaluated and identified the bedside assessment as a moment for the best analysis of the individualities.  Conclusion:  Through the perceptions of the groups in focus, the mini-CEX was identified as a fundamental instrument for the teaching and learning process of all those involved and the need to structure the moment of feedback aiming to attain a more effective result. During the bedside assessment, the stimulus to clinical reasoning was identified as a positive point and the strangeness, anxiety, and tension as negative points.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução:  O Mini-CEX é um método de avaliação que abrange os seguintes domínios: anamnese, exame físico, aconselhamento, julgamento clínico, organização e profissionalismo. Foi testado e validado para utilização em qualquer cenário de prática. Com sua característica de fornecer feedback após uma avaliação clínica, o Mini-CEX também serve como um método de formação para guiar o desenvolvimento profissional de formandos e formadores, promovendo maior retenção de conhecimento no corpo discente e fornecendo, continuamente, informações para que o estudante perceba o quão distante está dos objetivos almejados. O objetivo deste estudo foi verificar a percepção de internos, residentes e preceptores da clínica médica (CM) sobre instrumento Mini-CEX.  Método: Trata-se de um estudo qualitativo realizado pela técnica de grupo focal no período de fevereiro a julho de 2017. Participaram 20 internos, 13 residentes e cinco preceptores de CM. Constituíram-se seis grupos focais, dois com os internos, dois com residentes e dois com docentes, com perguntas semiestruturadas que identificaram as percepções, por meio da metodologia empregada, na qualidade da avaliação e eventuais repercussões para o processo de ensino-aprendizagem.  Resultados: No grupo focal dos internos, o momento de feedback da avaliação foi considerado essencial para o processo de aprendizado embora a avaliação a beira-leito tenha se mostrado tensa pela presença do tutor. Os residentes relataram que a avaliação foi válida, pois os levou a revisar alguns pontos da literatura médica, além de estimular o raciocínio clinico diante de uma situação real. Os preceptores validaram a importância do feedback para os avaliados e identificaram a avaliação a beira-leito como momento de melhor análise das individualidades.  Conclusão: Por meio das percepções dos grupos em foco, identificamos o Mini-CEX como ferramenta fundamental para o processo de ensino-aprendizagem de todos os envolvidos e a necessidade de estruturação do momento de feedback para um resultado mais eficaz. Durante a avaliação a beira-leito, foi identificado o estímulo ao raciocínio clínico como ponto positivo e o estranhamento, a ansiedade e a tensão como pontos negativos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Mini-CEX]]></kwd>
<kwd lng="en"><![CDATA[Feedback]]></kwd>
<kwd lng="en"><![CDATA[Health Education]]></kwd>
<kwd lng="en"><![CDATA[Health Assessment]]></kwd>
<kwd lng="en"><![CDATA[Internship]]></kwd>
<kwd lng="en"><![CDATA[Residency]]></kwd>
<kwd lng="pt"><![CDATA[Mini-CEX]]></kwd>
<kwd lng="pt"><![CDATA[Feedback]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação em Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Internato]]></kwd>
<kwd lng="pt"><![CDATA[Residência]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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