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 t-test. P < 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.