Use of mini-cex as an effective tool of assessment in second B.A.M.S. students in rognidan.

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dc.contributor.authorDeshpande, Manjiri Sadanand
dc.contributor.authorJoshi, Mohan
dc.date.accessioned2014-07-03T11:59:58Z
dc.date.available2014-07-03T11:59:58Z
dc.date.issued2013-09
dc.description.abstractBackground and Objectives: Mini-CEX method of assessment is widely accepted method which includes structured assessment of an observed clinical encounter, provides feedback to the student on skills essential to the provision of good clinical care, and improves the competencies expected & the confidence level of the student. There has been limited or negligible research in this area in the field of Faculty of Ayurved. Methodology: 45 students from 2nd BAMS students were included in the study. The standard nine point scale format was adopted for rating the students. Each student was assessed twice on real patients, with low or moderate complexity level. The cases were not repeated for the successive encounter. Each student was rated for the competencies; the time required for observation & providing feedback, the evaluators’ & trainees’ satisfaction using mini-CEX were noted. Feedback was obtained from the trainees after completing the entire task. Results: Total 81 encounters with 44 students against a planned figure of 90 were recorded giving a completion rate of 90%. The mean observation time was 22 minutes & feedback time was 08 minutes. The scores in medical interviewing, physical examination, communication & professional qualities, counselling skills, clinical judgement, organisation efficiency & overall clinical performance (p< 0.0001, paired t-test) show statistically significant change in the successive encounter. The satisfaction level of the students and the assessors achieved high score with the mean of 7.7/8.1 and 8.3/8.1 respectively. Feedback analysis from the faculty & trainees is as follows: Average 40% trainees were felt anxious being observed. The method helped the students to: be more attentive & regular in clinical postings, achieve the confidence level, improve interpersonal skills, & to analyse strengths and weak areas of the students. Conclusions: The mini-CEX is an effective tool of assessment in second B.A.M.S. students in Rognidan to improve the expected competencies in case presentation skills with confidence.en_US
dc.identifier.citationDeshpande Manjiri Sadanand, Joshi Mohan. Use of mini-cex as an effective tool of assessment in second B.A.M.S. students in rognidan. National Journal of Integrated Research in Medicine. 2013 Sept-Oct; 4(5): 114-117.en_US
dc.identifier.urihttps://imsear.searo.who.int/handle/123456789/152431
dc.language.isoenen_US
dc.source.urihttps://www.scopemed.org/?mno=48294en_US
dc.subjectMini-CEXen_US
dc.subjectAssessment Of Clinical Competencies In Ayurved Facultyen_US
dc.subjectRognidanen_US
dc.titleUse of mini-cex as an effective tool of assessment in second B.A.M.S. students in rognidan.en_US
dc.typeArticleen_US
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