<p>The assessment methods for clinical examination in undergraduate medical education are often inconsistent, unobserved by faculty, and lack structured feedback. Mini-Clinical Evaluation Exercise (Mini-CEX) is a validated assessment tool that enhances clinical and diagnostic skills while fostering student-faculty interaction. To evaluate the implementation of Mini-CEX as a formative assessment tool in the Otorhinolaryngology (ORL) undergraduate curriculum and determine its efficacy in improving student. This study included undergraduate medical students undergoing ORL training. The Mini-CEX assessment was introduced as an alternative to conventional clinical assessment methods. Faculty members observed students’ clinical performance, provided real-time feedback, and documented scores. A post-assessment survey was conducted to assess Mini-CEX’s reliability and acceptability. The study demonstrated a significant improvement in students’ clinical competence. Post-assessment surveys showed that 94% of faculty and 75% of students found Mini-CEX to be a reliable and acceptable assessment method. Students reported enhanced diagnostic reasoning, communication skills, and self-confidence in clinical scenarios. Mini-CEX is an effective formative assessment tool in the ORL undergraduate medical curriculum, providing structured feedback and fostering skill development. Its implementation can bridge gaps in conventional assessment methods and improve the quality of clinical education.</p>