Open AccessEvaluation of an implemented Mini-CEX program for workplace-based assessment at Rehman Medical College, Peshawar, Khyber Pakhtunkhwa.
Author(s) -
Mahrukh Ikram Shah,
Iftikhar Qayum,
Nazish Bilal,
Sajid Ahmed
Publication year - 2021
Publication title -
the professional medical journal/the professional medical journal
Language(s) - English
Resource type - Journals
eISSN - 2071-7733
pISSN - 1024-8919
DOI - 10.29309/tpmj/2021.28.09.6120
Subject(s) - khyber pakhtunkhwa , medicine , formative assessment , obstetrics and gynaecology , microsoft excel , medical education , family medicine , psychology , pregnancy , mathematics education , socioeconomics , sociology , biology , computer science , genetics , operating system
Objective: To evaluate the feasibility and acceptability of Mini-CEX as a formative WPBA tool at Rehman Medical College. To compare the annual exam short case scores of students with their internal Mini-CEX scores. Study design: Cross Sectional study. Setting: Rehman Medical College, Peshawar. Period: January to February 2016. Material & Methods: Mini-CEX was implemented for the first time in a medical college of Khyber Pakhtunkhwa after training of faculty & students on simulators. 100 MBBS students of Final Professional were included in the study through universal sampling. Completed Mini-CEX forms were collected weekly by Department of Medical Education (DME), and data entered in an Excel file. Mini-CEX scores of graduates were reviewed, compared and correlated with Khyber Medical University (KMU) practical exam scores in the same subjects for short cases. Results: 84 students were selected after data cleaning. Total required Mini-CEX were, 2338, submitted were 2563 with maximum mean submission/student of 5.32 in Obs/Gyn against a required mean of 3.32 (n=83, total rotation period = 04 weeks). The minimum requirement was 01 Mini-CEX/week. Total mean submission for all clinical disciplines was 7.67/student against a required mean of 6.27/student, showing ease and feasibility in implementation and student compliance. Significant correlation with KMU annual examination scores was observed only for Surgery (p=0.04). The correlation was insignificant for the other 03 disciplines of Medicine, Pediatrics and obstetrics and Gynecology with p >0.05. Conclusion: Mini-CEX implementation is feasible and acceptable tool for formative WPBA in undergraduate clinical training. The student performance in Mini-CEX does not has a major effect on their annual exams scores.