Perception of Faculty and Postgraduate Students on Mini-CEX as an Assessment Tool in Prosthodontics. | ||||
| Journal of Health Professions Education and Innovation | ||||
| Volume 1, Issue 3, October 2024, Page 15-26 PDF (981.21 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jhpei.2024.285780.1024 | ||||
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| Authors | ||||
Medha Vivek Bhuskute  1; Smita Ramkrishna Athavale2; Suhasini Jayantilal Nagda3
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| 1Ex Professor, Department of Prosthodontics, Crown & Bridge and Implantology,Bhabha College of Dental Sciences, Bhopal | ||||
| 2Consultant Prosthodontist, Deenanath Mangeshkar Hospital & Research Center, Pune, India. | ||||
| 3Course director, IPS-CCHPE, Director & Educational Consultant, CU Shah Medical College, Surendranagar, formerly Director, Medical Education & Major Hospitals, MCGM, Ex Dean , Nair Hospital Dental College, Mumbai,India | ||||
| Abstract | ||||
| Purpose: In an attempt to make post graduate training competency based, there is a need to introduce formative assessment methods as a part of the post graduate program. Mini-CEX is a valid formative assessment tool that fills the lacunae of traditional assessment methods to a certain extent.This study aimed to raise awareness among faculty and postgraduate students about Mini-CEX. It also aimed to analyze the perception of faculty members and students about the use of Mini-CEX as an assessment tool in Prosthodontics . Method: Six postgraduate students pursuing MDS in Prosthodontics underwent six mini-clinical encounters after being sensitized towards Mini-CEX. Four teaching faculty members performed the roles of assessors. Assessors rated the performance by directly observing the students on parameters mentioned in a modified assessment form developed for this study. A systematic feedback session immediately followed each Mini-CEX encounter. Faculty members and student`s perception was recorded on a 5-point Likert scale. Results:All the assessors (100%) agree that direct observation during clinical examination is helpful and immediate feedback provided motivates students for further learning. All the assessors perceive that Mini-CEX will help to improve performance in university exams and that they will use the tool in the future. All the students (100%) agree that Mini-CEX helps to improve communication skills and helps in a better understanding of patient management. Conclusion:Mini-CEX can be used as a formative assessment tool that can motivate students to further learning based on the feedback received. Keywords: Assessment, Dental Education, Mini-CEX ,Feedback | ||||
| Keywords | ||||
| Keywords: Assessment; Dental Education; Mini-CEX; Feedback | ||||
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