DOPS assessment: A study to evaluate the experience and opinions of trainees and assessors

Abstract

Background: Workplace based assessments (WBAs) have been part of UK training for the last 3 years. Carrying out procedures efficiently and safely is of paramount importance in anaesthesia. Aims: To explore opinions and experiences of Direct Observation of Procedural Skills (DOPS) assessments in a regional anaesthetic training programme. Methods: 19 and 20-item questionnaires were distributed to trainees and consultants respectively. Results: Questionnaire response rate was 76% (90/119) for trainees and 65% (129/199) for consultants. 43% of consultants and 33% of trainees were not trained in DOPS use. Assessments were usually not planned. 50% were ad hoc and the remainder mainly retrospective. Time spent on assessment was short with DOPS and feedback achieved in 15 minutes in the majority of cases with lack of suggestions for further improvement. Both trainees and consultants felt that DOPS was not a helpful learning tool ( p ¼ 0.001) or a reflection of trainee competency. Conclusions: DOPS assessments are currently not valued as an educational tool. Training is essential in use of this WBA tool which needs to be planned and sufficient time allocated so as to address current negative attitudes.

Psychometric evaluation of a direct observation of procedural skills assessment tool for ultrasound‐guided regional anaesthesia

“…This is consistent with previous findings for video-assisted assessment and the use of DOPS in daily practice [24][25][26][27]. Qualitative investigations using stakeholder feedback have produced mixed results of DOPS feasibility and acceptability [26][27][28][29].…”

Seeing the ‘black box’ differently: assessor cognition from three research perspectives

“…Firstly, all three perspectives require assessors to actually observe trainees interacting with patients and all recognise that the current quantity and frequency of observation‐based assessment of undergraduate and postgraduate medical trainees is less than ideal. This is a serious deficiency in assessment programmes, which requires immediate attention . Regardless of the perspective on assessor cognition, institutions must create clinical and medical education systems that permit, promote and sustain direct observation of trainees.…”

Is In-Vivo laparoscopic simulation learning a step forward in the Undergraduate Surgical Education?

“…Performance of the participants was objectively assessed using Direct Observation of Procedural Skills (DOPS) forms, which are validated by the ISCP [14], [15], [16], [17], [18], [19], [20], [21], [22], [23], [24]. Two instructors served as assessors in each one of the “FLS” and “In Vivo” modules to maintain integrity and minimize inter-observers-bias.…”