Abstract

Background: Most of the assessments of medical students are at the end of the term or year leaving hardly any scope for feedback. Mini-clinical evaluation exercise (mini-CEX) is a hybrid tool that allows assessment as well as immediate feedback from a knowledgeable assessor which is its main strength. At NKPSIMS and RC Nagpur it was observed that Undergraduate medical students in physiology practicals show underperformance in clinical physiology section especially. The feedback part associated with mini-CEX made us think to use it as an assessment and learning tool in physiology as it gives immediate feedback to the students, there is one to one interaction between the teacher and student and students are made accountable for their own learning. Aims and Objectives: (i) To improve clinical examination skills of I MBBS students, (ii) To improve the performance of the students in clinical examination of respiratory system in physiology, (iii) To give constructive feedback to the students, and (iv) To make the students accountable for their own learning.
Materials and Methods: 75 students of I MBBS 2014 batch were included in the study and 150 encounters were planned. Students were taught clinical examination of respiratory system and were called twice in next 2 successive weeks. Each student was assessed twice with a check list for the competencies required and providing feedback. The standard nine-point scale was adopted for rating the students. The data collected during all the encounters was analyzed.
Results: The scores in all the 5 competencies (inspection, palpation, nd percussion, auscultation, and communication skills) in the 2 encounter shows a significant improvement which was statistically significant (P < 0.001). Conclusion: We have successfully implemented mini-CEX as a teaching learning and assessment tool for undergraduates and found its feasibility and acceptability for preclinical subjects.