To evaluate Direct Observation of Procedural Skills in OBGY
To evaluate Direct Observation of Procedural Skills
DOI:
https://doi.org/10.70284/njirm.v5i3.740Keywords:
DOPS, OBGY residency, procedural skillsAbstract
This interventional study was done in the Dept of OBGY of Bharati Vidyapeeth medical college, Pune, during Sept to Dec 2013. Context of the study: This educational research project was planned to introduce a formative structured assessment method for residents in OBGY and assess its impact on student learning. Primary Objectives:1) To design and conduct DOPS in Dept of OBGY, for second year postgraduate students.2) To assess impact on learning after 1 week of practice. Methodology: All participants were sensitized about the new assessment method: DOPS. Standard Operative Procedure for the core skill ‘Female Genital Tract Examination’ was prepared. A 5 point scale for DOPS Evaluation was designed, peer reviewed and piloted. DOPS was conducted by senior faculty members over 2 week’s time frame. Students were reassessed using same checklist by same observer after one week. Feedback about the entire experience was taken from all participants. Evaluation: 1) Student DOPS scores before and after feedback and practice 2) Analysis of feedback from all participants. Results and Conclusion: All participating students and faculty members felt that DOPS is 100% relevant to the curriculum and feasible to accept as a regular formative assessment and learning tool for PG students in OBGY. Higher Patient satisfaction expressed during second session suggests that such an intervention will result in better clinical care in long run. [Dabhakar S NJIRM 2014; 5(3) :92-97]
References
2. Wragg A, Wade W, Fuller G et al.:Assessing the performance of specialist registrars.:clin Med, 2003;3(2):131-4
3. J R Wilkinson et al.: Implementing workplace-based assessment:Blackwell publishing Ltd2008, Medical Education 2008; 42:364-373
4. Howley LD.Wilson WG.2004 Direct Observation of students during clerkship rotations: A Multiyear descriptive study. Academic Medicine 79:276-280
5. Ericsson K,Krampe RT, Tesch-Romer C. 1993 The role of deliberate observation practice in the acquisition of expert performance.Psychol Review 100:363-406
6. Karen Hauer, Eric Holmboe, J Kogan 2011 Telve tips for implementing tools for direct observation of medical trainees’ clinical skills during patient encounters :Medical Teacher 33:27-33
7. Van de Ridder JM, Stokking KM, Mcgaghie WC, Ten Cate OT. 2008.What is feedback in clinical education? Med Educ 42: 189-197
8. Norcini JJ.:Current perspectives in assessment: the assessment of performance at work. Med Educ, 2005; 39(9):880-9
9. Tunbridge M, Dickinson D, Swan P.: Outcomes of assessments of registrars in the medical specialities.Clinc Med,2004;4(1): 66-68
10. Rethans JJ, NorciniJJ, Baron-Maldonado M et al.: The relationship between competence and performance; implications for assessing practice performance. Med Educ, 2002; 36(10):901-9
11. Naeem N : Validity, reliability, feasibility, acceptability and educational impact of direct observation of procedural skills (DOPS). J Coll Physicians Surg Pak. 2013 Jan;23(1):77-82. doi: 01.2013/JCPSP.77821
12. Development and validation of a novel method for assessing competency in polypectomy: direct observation of polypectomy skills.[Gastrointest Endosc. 2011]
