Formative assessment in practical for Indian postgraduates in health professions education: A strategic initiative towards competency-based education

BACKGROUND: 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. OBJECTIVE: 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. METHODOLOGY: 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). RESULTS: 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. CONCLUSION: Formative assessment in practical's, was feasible, acceptable and effective program to improve the overall learning and competency of postgraduates.