Original Publication
Open Access

Critical Synthesis Package: Professionalism Mini-Evaluation Exercise (P-MEX)

Published: October 14, 2014 | 10.15766/mep_2374-8265.9929

Included in this publication:

  • Critical Analysis of the Professionalism Mini Evaluation Exercise PMEX.pdf
  • P-MEX Instrument.doc

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.


Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications. It is also part of a discontinued collection that focused on the presentation of health sciences education assessment tools and their reported validity data. 

Abstract

This Critical Synthesis Package contains: (1) a Critical Analysis of the psychometric properties and application to health sciences education for the Professionalism Mini-Evaluation Exercise (P-MEX), and (2) a copy of the P-MEX instrument developed by Richard L. Cruess, MD.

The P-MEX is an evaluation instrument used to assess professionalism in clinical training through a faculty-observed encounter of trainee’s behavior either with or without patients. Utilizing a 4-point Likert-type scale, the trainee is evaluated on 24 different directly observable items of medical professionalism which assess skills related to: the doctor-patient relationship, reflection, time management, and interprofessional relationships. A validation study demonstrated construct validity through factor analysis, and a generalizability analysis and decision study revealed acceptable internal consistency with a reproducibility coefficient of 0.8. Further validation studies have been performed in cross-cultural contexts. Originally developed for medical student population, the P-MEX has been extended for use in residents and fellows. It demonstrates thoughtful development, good feasibility of use, and validity for its intended populations. Additionally, it does not require excessive evaluator training and may be used as a formative assessment. There is low reliability when using this tool for peer-to-peer evaluation and the phenomenon of “failure to fail” may occur with faculty evaluators. Finally, evidence of educational effect is lacking in the literature, as no studies examine whether the instrument improves learning, clinical skills, or patient care.


Educational Objectives

  1. To describe the purpose and basic properties of the Professionalism Mini-Evaluation Exercise (P-MEX), including number of items and scales, and psychometric properties;
  2. To describe the application of the P-MEX to the field of health sciences education;
  3. To evaluate the relative strengths and weaknesses of the P-MEX; and
  4. To provide the P-MEX and supplemental materials to aid in its administration.

Author Information

  • Molly Gathright, MD: University of Arkansas for Medical Sciences College of Medicine

Disclosures
None to report.

Funding/Support
None to report.


References

  1. Cruess R, McIlroy JH, Cruess s, Ginsburg S, & Steinert Y. The Professionalism Mini-Evaluation Exercise: A Preliminary Investigation. Academic Medicine 2006, 81:10; S74-S78. http://dx.doi.org/10.1097/00001888-200610001-00019
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Citation

Gathright M. Critical Synthesis Package: Professionalism Mini-Evaluation Exercise (P-MEX). MedEdPORTAL. 2014;10:9929. https://doi.org/10.15766/mep_2374-8265.9929