title: How does feedback in mini-CEX affect students' learning response?
abstract: OBJECTIVE
  This study was aimed to explore students' learning response toward feedback during mini-CEX encounter.
  
  
  METHODS
  This study used a phenomenological approach to identify the students' experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0).
  
  
  RESULTS
  Feedback content and the way of providing feedback on mini-CEX stimulated students' internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students' reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students' increased self-efficacy, attitude, knowledge and clinical skill.
  
  
  CONCLUSIONS
  Feedback content and the way of providing feedback on mini-CEX stimulates the students' internal processes to do a follow-up on feedback. However, another external factor also affects the students' decision on the follow-up actions. The follow-ups result in various learning effects on the students. Feedback given along with summative assessment enhances learning effects on students, as well. It is suggested that supervisors of clinical education are prepared to comprehend every factor influencing feedback on mini CEX to improve the students' learning response.
authors.affiliation: Department of Medical Education, Faculty of Medicine, Mulawarman University, Indonesia.
authors.forename: Sulistiawati
authors.initials: S
authors.lastname: Sudarso
authors.affiliation: Department of Medical Education, Faculty of Medicine, Universitas Gadjah Mada, Indonesia.
authors.forename: Gandes Retno
authors.initials: GR
authors.lastname: Rahayu
authors.affiliation: Department of Medical Education, Faculty of Medicine, Universitas Gadjah Mada, Indonesia.
authors.forename: Yoyo
authors.initials: Y
authors.lastname: Suhoyo
mesh_terms: D002983:Clinical Competence; D004504:Education, Medical, Undergraduate / Q000379:methods / Q000592:standards; D004521:Educational Measurement / Q000379:methods* / Q000592:standards; D005246:Feedback; D005260:Female; D017144:Focus Groups / Q000379:methods*; D006801:Humans; D007858:Learning; D008297:Male; D011939:Mental Recall; D010379:Peer Group; D013337:Students, Medical / Q000523:psychology
keywords: feedback; learning response; mini-cex