| ORIGINAL ARTICLE |
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| Year : 2022 | Volume
: 17
| Issue : 4 | Page : 825-829 |
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Mini clinical evaluation exercises (mini CEX) as formative assessment tool in pediatric postgraduate education: Its feasibility and acceptability
Sunil Pathak1, Pooja Patel1, Manish Rasania1, Prashant Modi2
1 Department of Pediatrics, Smt. B.K. Shah Medical Institute and Research Centre, Sumandeep Vidyapeeth (Deemed to be University), Vadodara, Gujarat, India
2 Department of Pediatrics, Smt. B.K. Shah Medical Institute and Research Centre, Sumandeep Vidyapeeth (Deemed to be University); Department of Pediatrics, Parul Institute of Medical Sciences and Research, Parul University, Vadodara, Gujarat, India
Correspondence Address:
Dr. Prashant Modi
Department of Pediatrics, Parul Institute of Medical Sciences and Research, Parul University, Waghodiya, Vadodara, Gujarat
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/jdmimsu.jdmimsu_47_22
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Background: Although there is an increasing emphasis on workplace-based assessment (WPBA) during postgraduate medical education, the current assessment relies mainly on summative assessment. Formative assessment is less valued and done only to fulfill regulatory requirements. Various methods have been described for WPBA; mini-clinical evaluation exercise (mini-CEX) is one of them. Mini-CEX is incorporated well in Western countries, but in India, it is rarely used. Aim and Objectives: The objective is to assess acceptability and feasibility of Mini-CEX as a formative assessment tool during pediatric postgraduation. Methodology: Twenty-one postgraduates and 10 faculty participated in the study. A total of 93 sessions were conducted, 65 with 3rd year and 28 with 2nd year residents. The perception of faculty and students about feasibility and acceptability was taken by a prevalidated questionnaire based on the Likert scale. Epi-Info 7.2.2.6 was used for data analysis. Percentage, ratio, mean, and median were calculated. The qualitative data were pooled, and conclusions were derived. Results: Ninety percent of faculty agreed mini-CEX can be adopted as a formative assessment tool, it is feasible with current time limit and existing faculties. Ninety percent of faculty opined that mini-CEX will not have an adverse impact on current teaching–learning and assessment activity and it had a positive impact on their attitude toward postgraduate teaching. 70% of residents found that it is a useful method. Conclusions: Mini-CEX is a useful formative assessment tool, feasible and can be adopted in postgraduate medical education.
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