Introduction
The Mixed Objective Structured Clinical Examination (ECOE-M) assesses competencies through simulated scenarios and socioformative rubrics.
Materials and methods
Mixed methods were used in three phases. Phase 1: A quantitative cross-sectional design that evaluated 112 medical interns. Phase 2: A qualitative approach through action research to evaluate the Phase 1 ECOE-M results and strengthen them with the support of AI. Phase 3: A quantitative and qualitative approach to implement the innovated ECOE-M in 138 medical interns through evaluator training processes.
Results
In Phase 1, nine competencies were assessed at an autonomous level; the communication competency was the highest rated; in contrast, the sociocultural competency obtained low scores. Significant differences were identified by sites and sex, as well as academic predictors of performance. The improved version of the ECOE-M evaluated 80% of the graduate profile through digital socioformative rubrics, in which 11 of the 12 competencies reached the autonomous level, including the sociocultural competency. Evaluator subjectivity was also reduced, which made the clinical assessment of competencies more objective.
Conclusions
Standardizing cases, reducing subjectivity, and strengthening sociocultural competencies consolidate the ECOE-M as a formative clinical assessment tool. Likewise, integrating socioformative rubrics and artificial intelligence expanded its scope and depth.
