Sumaira Khalil1, Anurag Aggarwal, Devendra Mishra. 1. Departments of *Pediatrics and #Medical Education, Maulana Azad Medical College, New Delhi, India. Correspondence to: Dr Devendra Mishra, Department of Pediatrics, Maulana Azad Medical College, Delhi 110002. India. drdmishra@gmail.com.
Abstract
OBJECTIVE: To implement Mini-CEX, a Workplace-based assessment tool, for formative assessment of clinical skills of final year pediatric post-graduate residents. METHODS: All final-year postgraduate residents at the Department of Pediatrics of a public medical college in India underwent mini-CEX assessment by rotation among six faculty members. Outcome was assessed by an anonymous questionnaire-based feedback from the participating students and faculty members, collected after the completion of all the mini-CEX encounters. RESULTS: 20 final year postgraduate students (12 males, 15 MD and 5 DCH) were assessed. Data gathering (68.7%) and counseling (63.3%) were the most common areas assessed. 84% and 58% of the students and faculty, respectively were satisfied with their Mini-CEX encounter (score > 8 on a 10-point Likert scale). 90% of the participating students felt that Mini-CEX should be included as a routine in postgraduate teaching. All six faculty thought they had a good experience, but 50% were unsure whether it was a valid method of assessment. CONCLUSION: The involved faculty and residents had high satisfaction levels with mini-CEX evaluation. Mini-CEX has a potential to be incorporated in the formative evaluation of postgraduate pediatric students as part of the workplace-based assessment.
OBJECTIVE: To implement Mini-CEX, a Workplace-based assessment tool, for formative assessment of clinical skills of final year pediatric post-graduate residents. METHODS: All final-year postgraduate residents at the Department of Pediatrics of a public medical college in India underwent mini-CEX assessment by rotation among six faculty members. Outcome was assessed by an anonymous questionnaire-based feedback from the participating students and faculty members, collected after the completion of all the mini-CEX encounters. RESULTS: 20 final year postgraduate students (12 males, 15 MD and 5 DCH) were assessed. Data gathering (68.7%) and counseling (63.3%) were the most common areas assessed. 84% and 58% of the students and faculty, respectively were satisfied with their Mini-CEX encounter (score > 8 on a 10-point Likert scale). 90% of the participating students felt that Mini-CEX should be included as a routine in postgraduate teaching. All six faculty thought they had a good experience, but 50% were unsure whether it was a valid method of assessment. CONCLUSION: The involved faculty and residents had high satisfaction levels with mini-CEX evaluation. Mini-CEX has a potential to be incorporated in the formative evaluation of postgraduate pediatric students as part of the workplace-based assessment.