Mini-Clinical Evaluation Exercise as a Tool for Formative Assessment of Postgraduates in Psychiatry.

CONTEXT

Introduction of competency-based medical education in India has necessitated a diversion from traditional methods of teaching and assessment.

AIM

The aim of this study was to assess the feasibility and acceptability of mini-clinical evaluation exercise (mini-CEX) as a tool for formative assessment of postgraduates in psychiatry at our institute.

SETTINGS AND DESIGN

It was a prospective, quasi-experimental study carried out in the Department of Psychiatry, PGIMS, Rohtak (India).

MATERIALS AND METHODS

After obtaining written informed consent, trainees (18) were sensitized and faculty members (5) were trained to use mini-CEX and regarding the feedback process with the help of workshops.

STATISTICAL ANALYSIS USED

Data collected were analyzed using descriptive statistics. Mean differences between the sessions were assessed using a paired sample -test. < 0.05 was considered as level of significance.

RESULTS

Statistically significant difference was found between session 1 and session 6 for counseling skills but not for three sessions of diagnostic skills. Mini-CEX was accepted as a better learning method by 61% of the postgraduates, 36% felt that it improved their clinical skills, 64% reported a boost in their confidence, and 89% looked forward to these encounters. Majority of the postgraduates and faculty members suggested that the mini-CEX should be regularly used in academic settings and should be introduced early in the training.

CONCLUSIONS

Mini-CEX is a feasible formative assessment tool for postgraduates in psychiatry and an effective method of learning by the postgraduates, inducing a significant improvement in the counseling skills of students. Teaching faculty also accepted mini-CEX as an effective method of formative assessment.