Rawekar Alka, Choudhari Sonali G, Mishra Vedprakash, Vagha Sunita
Department of Physiology, Jawaharlal Nehru Medical College, Maharashtra, India.
Department of Assessment and Evaluation, School for Health Professions Education and Research, Datta Meghe Institute of Medical Sciences, Wardha (MS), Maharashtra, India.
J Family Med Prim Care. 2020 Jul 30;9(7):3399-3404. doi: 10.4103/jfmpc.jfmpc_185_20. eCollection 2020 Jul.
Observational assessment (OA) or Workplace Based Assessment (WPBA) is being increasingly used to assess the trainees by direct observation to shape their learning. The current deficiencies in our conventional assessment system are due to lack of conceptualization of assessment as a process for continuous improvement and learning, leading to non-utilization of many available tools of assessment.
The present study aimed to introduce formative assessment (FA) for postgraduates at all the constituent colleges (Medical, Dental, Ayurveda, Nursing) under the ambit of Datta Meghe Institute of Medical Sciences (Deemed University) Sawangi (M) Wardha, (Maharashtra), India.
Observational Assessment tools used for FA were Mini CEX (Mini Clinical Evaluation Exercise) and DOPS (Direct Observation of Procedural Skills)in addition to Objectively Structured Clinical/Practical Examination (OSCE/OSPE). Six encounters of OAs were conducted at the end of each semester. The OA tool used was either the MiniCEX or/and DOPS, depending on the type of subject (Preclinical, Para-clinical, Clinical).
A significant improvement in scores from one semester to other as the postgraduate learner progresses, was observed. The overall response from the postgraduate students and faculty for FA was satisfactory.
Formative assessment in practical's, was feasible, acceptable and effective program to improve the overall learning and competency of postgraduates.
观察性评估（OA）或基于工作场所的评估（WPBA）越来越多地用于通过直接观察来评估实习生，以促进他们的学习。我们传统评估系统目前的缺陷在于缺乏将评估概念化为持续改进和学习的过程，导致许多可用的评估工具未被使用。
本研究旨在为印度马哈拉施特拉邦瓦尔达市萨万吉（M）达塔·梅赫医学科学研究所（被视为大学）旗下所有组成学院（医学、牙科、阿育吠陀、护理）的研究生引入形成性评估（FA）。
用于形成性评估的观察性评估工具除客观结构化临床/实践考试（OSCE/OSPE）外，还有迷你临床评估练习（Mini CEX）和操作技能直接观察（DOPS）。在每个学期末进行六次观察性评估。根据学科类型（临床前、准临床、临床），使用的观察性评估工具为迷你临床评估练习或/和操作技能直接观察。
随着研究生学习者的进步，观察到从一个学期到另一个学期成绩有显著提高。研究生和教师对形成性评估的总体反馈令人满意。
实践中的形成性评估是提高研究生整体学习和能力的可行、可接受且有效的方案。
