Objective   To provide formative evaluation training for clinical teachers on Mini-Clinical Evaluation Exercise (Mini-CEX) and Direct Observation of Procedural Skills (DOPS) method, and analyze the training effect.

Methods  Clinical teachers were selected as the research subjects. The experimental group received Mini-CEX and DOPS training, while the control group did not receive training. Before and after the training, the experimental group were investigated the mastery of the training content through questionnaire. During the training, the experimental group rated the teaching videos. After the training, the experimental group were investigated for satisfaction with the training. After one month of training, the experimental group and control group received a formative assessment of the implementation ability.

Results  112 clinical teachers were included, including 56 in the experimental group and 56 in the control group. After the training, the 56 teachers in the experimental group showed a significant improvement in their self-evaluation scores for Mini-CEX and DOPS when compared with before training (P<0.05), and the Kendall's W coefficient of the Mini-CEX teaching video rating of the experimental group increased, indicating an improvement in rating consistency. The formative assessment implementation ability score of experimental group [(86.67±6.67) vs. (70.67±15.00) points for Mini-CEX, (89.41±5.97) vs. (77.39±5.50) points for DOPS] were higher than those in the control group. The overall satisfaction of the experimental group teachers with the training is relatively high [(4.04±0.50) points].

Conclusion  Formative assessment is effective in deepening clinical teachers' understanding of formative assessment, improving the accuracy and consistency of formative assessment, and enhancing their ability to implement formative assessment.

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