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Traditional procedural training with heavier focus on factu­al knowledge and lower attentions to skill train­ing can lead to graduates with poor procedural competence. DOPS –Direct observation of procedural skills is one of the means of assessing clinical performance by direct observation by the assessor. Performance using DOPS is structured and continuous. Materials and Methods: Study design – Prospective interventional study was conducted in the department of obstetrics and gynaecology at JNMC Wardha. Sample size- 12 first year postgraduate students, were assessed with the help of 3 DOPS encounters and 2 procedures were observed for each student. The assessment of the post-graduate students was taken during the normal course of the student’s work. Results: The scores of 1 st , 2 nd and 3 rd DOPS was compared to see if there is an improvement of the students. Two DOPS assessments were taken. First was on suturing techniques (skill 1) and second on urinary catheterization (skill 2). The mean DOPS scores in ‘skill 1’ group were 3.91 in first encounter A1, 6.50 in second encounter A2, and 7.25 in third encounter A3. In the ‘skill 2’ group the mean DOPS scores were 4.50 in first encounter B1, 6.75 in second encounter B2 and 7.33 in third encounter B3. There was a gross improvement in scores in the third encounter as compared to the first encounter. Conclusion: Observing, assessing and providing feedback to students enhanced the quality of the skills. The DOPS assessments done repeatedly helped to improve the clinical skills of post graduate students. Keywords: Medical education, Direct observation, Postgraduate, Training, Evaluation.

journal of education technology in health sciences

Effectiveness of DOPS “direct observation of procedural skills” as a method of formative assessment for improving the clinical skills of post-graduate students in the department of obstetrics and gynecology