| ORIGINAL ARTICLE |
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| Year : 2014 | Volume
: 6
| Issue : 2 | Page : 49-53 |
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Formative assessment using direct observation of single-patient encounters in ophthalmology residency
Kavita Bhatnagar, OK Radhakrishnan, Abhay Lune, K Sandhya
Department of Ophthalmology, Pad. Dr. D Y Patil Medical College, Hospital and Research Center, Pune, Maharashtra, India
Correspondence Address:
Kavita Bhatnagar
B4/21, Brahma Angan, Salunke Vihar Road, Pune - 411 048, Maharashtra
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/1858-540X.150994
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Background: There has been a growing concern that trainees are infrequently observed, assessed, and given feedback during their workplace-based education. This has led to an increasing interest in a variety of formative assessment methods that require observation and offer the opportunity for feed. Mini-clinical evaluation exercise (mini-CEX) is an observation tool that facilitates the assessment of skills that are essential for good clinical care and provision of immediate feedback. The aim of this article is to sensitize academician-clinician in developing countries to mini-CEX. Materials and Methods: This observational study was conducted on 10 postgraduate students who were assessed on clinical skills, communication skills, professionalism and ethics in different clinical settings using a validated mini-CEX global rating scale. Data analysis was done. Student's scores in the first encounter and last encounter were compared to see an improvement in their performance. Results: A total of 216 encounters was observed and rated on a nine-point Likert scale. Mean score and maximum improvement were seen for Humanistic qualities/professionalism. About 100% residents found mini-CEX exercise useful. Faculty feedback was more useful than multiple encounters being observed. Over 90% patients were highly satisfied with resident behavior. The mean score for faculty satisfaction with mini-CEX was 5.33, and for the students, it was 5.48. Conclusion: Mini-CEX is an examination tool which permits evaluation based on a much broader set of clinical settings and patients. It also gives an opportunity to observe and communicate with the students in real life settings. It can be used as a tool to identify and highlight deficient areas in individual performance for further improvement.
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