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