scholarly journals The Effect of Repeated Direct Observation of Procedural Skills (R-DOPS) Assessment Method on the Clinical Skills of Anesthesiology Residents

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Shideh Dabir ◽  
Mohammad Hoseinzadeh ◽  
Faramarz Mosaffa ◽  
Behnam Hosseini ◽  
Mastaneh Dahi ◽  
...  
Keyword(s):  
Direct Observation ◽  
Clinical Skills ◽  
Assessment Method ◽  
Procedural Skill ◽  
Procedural Skills ◽  
Training Outcomes ◽  
Skill Performance ◽  
Ultimate Result ◽  
Trainee Satisfaction ◽  
Satisfaction Rates

Background: The ultimate result of patient care is one of the most important outcomes in medical education. Several methods, including the direct observation of procedural skills (DOPS), have been proposed to assess professional competencies in clinical practice. Objectives: This study aimed to assess the effects of the Repeated DOPS (R-DOPS) method on the performance of procedural skills in anesthesiology residents. Methods: The procedural skill performance of anesthesiology residents was assessed using a standard DOPS protocol from May to October 2019. Their scores were then objectively recorded, and the satisfaction rates regarding the 2 DOPS exams were assessed. Results: We found a considerable improvement in anesthesiology residents’ procedural skill performance, especially in the anesthesiology residency curriculum’s basic items. Besides, anesthesiology residents’ satisfaction was significantly improved after the 2nd DOPS. Conclusions: R-DOPS leads to improved training outcomes, including assessing the procedural skills, time to feedback to trainees, and trainee satisfaction.

scholarly journals Effect of use of direct observation of procedural skills for assessment for learning in Obstetrics and Gynaecology postgraduate students at Medical University, Bhutan: a prospective study

2019 ◽  
Vol 5 (1) ◽  
pp. 9-14
Author(s):  
Karma Tenzin ◽  
Sonam Gyamtsho ◽  
Tshering Wangdon ◽  
Pema C. Buttia ◽  
Lalitha Chandan ◽  
...  
Keyword(s):  
Direct Observation ◽  
Pap Smear ◽  
Clinical Skills ◽  
Assessment Method ◽  
Faculty Members ◽  
Obstetrics And Gynecology ◽  
Contraceptive Device ◽  
Procedural Skills ◽  
Postgraduate Students ◽  
A Prospective Study

Introduction: Direct Observation of Procedural Skills (DOPS) is a valuable method to evaluate procedural skills. The aim of this study was to explore the effect of DOPS as an assessment method and its effect on their learning in Obstetrics and Gynecology Postgraduate students. Methods: Five residents and four faculty members from the department of Obstetrics and Gynecology, Khesar Gyalpo University of Medical Sciences of Bhutan participated in this study. A validated checklist was adopted, from which five core areas of DOPS were utilized for this study. The two skills selected for this study were Pap smear and Intra Uterine Contraceptive Device (IUCD) insertion. The acquired data were analyzed by descriptive statistics (frequency, percent and mean). Results: The results showed that student’s initial mean score was 4/9, which increased to nearly 8/9 in third attempt. Practically, all faculty members and students believed that DOPS was effective in facilitating students’ learning. Some of the students thought that repeated exposure to DOPS reduced their level of stress. Conclusions: It may be stated that DOPS is effective in facilitating students’ learning and clinical skills. Keywords: Assessment; DOPS; learning; Obstetrics and Gynecology; WPBA.

scholarly journals The Effect of Applying Direct Observation of Procedural Skills (DOPS) on Nursing Students' Clinical Skills: A Randomized Clinical Trial

2015 ◽  
Vol 7 (7) ◽  
Author(s):  
Habibi Hengameh ◽  
Raiesifar Afsaneh ◽  
Khaghanizade Morteza ◽  
Mahmudi Hosein ◽  
Seyed Mazhari Marjan ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Nursing Students ◽  
Randomized Clinical Trial ◽  
Direct Observation ◽  
Clinical Skills ◽  
Procedural Skills

scholarly journals Tips for teaching procedural skills

2020 ◽  
Vol 20 (S2) ◽  
Author(s):  
Annette Burgess ◽  
Christie van Diggele ◽  
Chris Roberts ◽  
Craig Mellis
Keyword(s):  
Health Professionals ◽  
Clinical Skills ◽  
Healthcare Education ◽  
Procedural Skills ◽  
Effective Feedback ◽  
Repeated Practice ◽  
Junior Staff ◽  
Wide Range ◽  
Skill Performance ◽  
Complex Skills

AbstractThe teaching of procedural skills required for clinical practice remains an ongoing challenge in healthcare education. Health professionals must be competent to perform a wide range of clinical skills, and are also regularly required to teach these clinical skills to their peers, junior staff, and students. Teaching of procedural skills through the use of frameworks, observation and provision of feedback, with opportunities for repeated practice assists in the learners’ acquisition and retention of skills. With a focus on the teaching of non-complex skills, this paper explores how skills are learned; ways to improve skill performance; determining competency; and the provision of effective feedback.

scholarly journals Effect of Clinical Skills Evaluation by Direct Observation of Procedural Skills (DOPS) Method on Clinical Performance of Operating Room Students

2021 ◽  
Vol 20 (3) ◽  
Author(s):  
Somayeh Nayyeri ◽  
Aliakbar Bozorgvar ◽  
Somaye Barzanouni ◽  
Toktam Masoumiyan
Keyword(s):  
Operating Room ◽  
Direct Observation ◽  
Clinical Performance ◽  
Clinical Skills ◽  
Intervention Group ◽  
Control Group ◽  
Procedural Skills ◽  
Whitney Test ◽  
Mann Whitney Test ◽  
Significant Difference

Background: Evaluation is an essential and integral part of medical education. Based on the evidence, the current common methods are less effective due to the lack of accurate assessment of students' clinical skills. Clinical evaluation of students in the form of direct observation in practical situations will increase their ability to deal with clinical events in specific patient situations. Objectives: In this study, the effectiveness of the direct observation of procedural skills (DOPS) method was compared with the common method in the clinical performance of operating room students. Methods: This quasi-experimental study was performed on 30 final-year operating room students in 2019 who had an internship course. Students were randomly assigned to two groups of control (n = 15) and intervention (n = 15). The evaluation of clinical skills was done by the traditional method in the control group and the DOPS method in the intervention group. Data collection was performed by a researcher-made checklist whose validity and reliability were confirmed. Statistical analysis of data was performed by SPSS-20 software using descriptive statistics and chi-square test, independent t-test, and Mann-Whitney test. Results: There was no significant difference between the two groups in terms of demographic characteristics including age, internship score, and gender (P > 0.05). Based on the results of the Mann-Whitney test, the mean rank of procedural techniques and clinical performance score was higher in the intervention group than in the control group (P < 0.05). Conclusions: The DOPS method can be more effective than routine methods for improving the clinical performance of operating room students. Therefore, it is suggested that the DOPS method be used as an alternative to traditional methods or even as a complementary method for evaluating the clinical performance of operating room students.

scholarly journals Comparing Short Clinical Evaluation Exercise and Direct Observation of Procedural Skills With the Traditional Evaluation Approach on the Clinical Skills of Forensic Medicine Residents

2020 ◽  
Vol 10 (1) ◽  
pp. 27118
Author(s):  
Fares Najari ◽  
Dorsa Najari
Keyword(s):  
Conventional Method ◽  
Direct Observation ◽  
Clinical Evaluation ◽  
Forensic Medicine ◽  
Clinical Skills ◽  
Evaluation Methods ◽  
Control Group ◽  
Procedural Skills ◽  
Evaluation Exercise ◽  
Experimental Group

Background: The development of clinical teaching necessitates the use of novel and appropriate clinical evaluation methods. In the meantime, the use of new evaluation approaches that enhance learning at the same time has been recommended. This study aimed to compare the effect of the two new evaluation methods of direct observation of procedural skills (DOPS) and short clinical evaluation exercise (Mini-CEX) with the conventional evaluation method on clinical skills of forensic medicine residents.Methods: This is a randomized trial performed among forensic medicine residents. Using Cochran's formula, the minimum sample size was calculated to be 25 individuals per group. All the residents were randomly divided into either the experimental or the control groups. After training and evaluation, the experimental group was tested using the DOPS and Mini-CEX methods three times during the course, and the control group was evaluated using the conventional method. The basis for the evaluation of the procedures (physical examination and autopsy) in both groups was the valid and reliable checklists prepared by the researchers. The results were analyzed using descriptive and inferential statistics (e.g., the Chi-square and independent t-test).Results: There was no significant difference between the two groups in terms of demographic variables such as age, sex, and grade point average (GPA) (P>0.06). The means of total scores were significantly higher in the experimental group (using the Mini-CEX and DOPS methods) than the control group (conventional method) (P<0.0002).Conclusion: The use of new evaluation methods of DOPS and Mini-CEX improved the clinical skills of forensic medicine residents. Therefore, it is recommended that resident training centers use these two methods of assessment, together with other methods, to evaluate clinical procedures and boost forensic residents' learning.

scholarly journals Role of Structured Feedback of Direct Observation of Procedural Skills in improving Clinical Skill of Interns

2017 ◽  
Vol 51 (1) ◽  
pp. 22-27
Author(s):  
Georgy J Eralil
Keyword(s):  
Direct Observation ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Rank Test ◽  
List Type ◽  
Procedural Skills ◽  
Signed Rank ◽  
Wilcoxon Signed Rank Test ◽  
Signed Rank Test

ABSTRACT Objectives To assess clinical skills of interns in selected procedures using direct observation of procedural skills (DOPS) To assess the change in procedural skills among students who received a structured feedback on DOPS. Materials and methods The study was interventional and conducted between December 2015 and February 2016 at the Department of Obstetrics and Gynaecology of Sree Narayana Institute of Medical Sciences, Ernakulam, Kerala, India. In the study, investigator observed the trainee performing a practical procedure within the workplace and recorded a rating for each competency on the assessment form. Feedback was given expanding on the reasons for any ratings of development required and makes practical suggestions for any remedial steps. The intern is reassessed for the same procedure at a later stage and the impact on skills is scored. Then the structured feedback is provided, and later on again the score on skills obtained by DOPS are compared between pre- and post-values by Wilcoxon-signed rank test. Results The average of pre- and post-feedback values were compared by Wilcoxon signed rank test. The p-value calculated was <0.001, which is significant. None of the interns were competent to perform the procedure before feedback; 80% of them needed more practice and 20% needed supervision. After feedback, 53.3% achieved competency and 46.7% achieved competency needing supervision; 93.3% of interns regarded feedback as superior quality, while 6.7% regarded as satisfactory. Conclusion Direct observation of procedural skills can be used to assess clinical skills of interns in selected procedures and it brings changes in procedural skills among students who received a structured feedback on DOPS. How to cite this article Eralil GJ. Role of Structured Feedback of Direct Observation of Procedural Skills in improving Clinical Skill of Interns. J Postgrad Med Edu Res 2017;51(1):22-27.

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