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ORIGINAL ARTICLE
Year : 2020  |  Volume : 9  |  Issue : 7  |  Page : 3399-3404

Formative assessment in practical for Indian postgraduates in health professions education: A strategic initiative towards competency-based education


1 Department of Physiology, Jawaharlal Nehru Medical College; Department of Assessment and Evaluation, School for Health Professions Education and Research, Datta Meghe Institute of Medical Sciences, Wardha (MS), Maharashtra, India
2 Department of Assessment and Evaluation, School for Health Professions Education and Research, Datta Meghe Institute of Medical Sciences; Department of Community Medicine, Jawaharlal Nehru Medical College, Wardha (MS), Maharashtra, India
3 Pro Chancellor, Datta Meghe Institute of Medical Sciences, Wardha (MS), Maharashtra, India
4 Ex-Director, School for Health Professions Education and Research; Department of Pathology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Wardha (MS), Maharashtra, India

Correspondence Address:
Dr. Sonali G Choudhari
Professor, Department of Community Medicine, Jawaharlal Nehru Medical College, Head, Department of Assessment and Evaluation, School for Health Professions Education and Research, Datta Meghe Institute of Medical Sciences, Wardha, Maharashtra
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jfmpc.jfmpc_185_20

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Background: Observational assessment (OA) or Workplace Based Assessment (WPBA) is being increasingly used to assess the trainees by direct observation to shape their learning. The current deficiencies in our conventional assessment system are due to lack of conceptualization of assessment as a process for continuous improvement and learning, leading to non-utilization of many available tools of assessment. Objective: The present study aimed to introduce formative assessment (FA) for postgraduates at all the constituent colleges (Medical, Dental, Ayurveda, Nursing) under the ambit of Datta Meghe Institute of Medical Sciences (Deemed University) Sawangi (M) Wardha, (Maharashtra), India. Methodology: Observational Assessment tools used for FA were Mini CEX (Mini Clinical Evaluation Exercise) and DOPS (Direct Observation of Procedural Skills)in addition to Objectively Structured Clinical/Practical Examination (OSCE/OSPE). Six encounters of OAs were conducted at the end of each semester. The OA tool used was either the MiniCEX or/and DOPS, depending on the type of subject (Preclinical, Para-clinical, Clinical). Results: A significant improvement in scores from one semester to other as the postgraduate learner progresses, was observed. The overall response from the postgraduate students and faculty for FA was satisfactory. Conclusion: Formative assessment in practical's, was feasible, acceptable and effective program to improve the overall learning and competency of postgraduates.


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