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

Abstract

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.

Application of direct observation of operational skills in nursing skill evaluation of pressure injury: A randomized clinical trial

“…Shideh Dabir et al also confirmed this finding, demonstrating that repetitive DOPS assessments enhanced the clinical skills of anaesthesia department residents. 30 These findings suggest that DOPS contributes to the mastery of PI nursing skills and bridges the gap between theory and practice. However, its effectiveness may not always be evident in quantitative results.…”

Residency Education Reform Program in Department of Anesthesiology and Critical Care: An Academic Reform Model

“…Especially, considering the persistent analysis and standard direct perpetual feedbacks to the trainees followed by the assessment process, complementary results demonstrated the unignorable role for developing a scientific approach to formative and summative assessment of clinical anesthesiology residents (CAs), including training workshops, which were held by the DACC for faculty members (26-28, 50, 51). Various assessment methods were applied with their specific applications; however, they are not limited to the following methods (24,26,28,29 The results of our study regarding resident support and mentorship programs led to objective improvements in the performance of anesthesiology residents; however, these objective improvements in the residents' outcome were recorded after junior faculty members passed the Faculty Development programs (FDP), including trainee support techniques (26,27). This finding was in concordance with the majority of findings in great academic centers (53,54).…”

“…Education Indices: Teaching method (23-25); Passing comprehensive exams (23,(26)(27)(28)(29); Mentorship (26,27); Assessment methods (24,28,29); Faculty development (30,31); Professionalism in medical education (28,32); Integration in education (31,(33)(34)(35); Crisis management (32); Competency-based medical education (study in progress).…”

Development of a competence catalogue for physicians in training for curriculum creation with respect to delivery room training

“…Die Autoren sind sich einig, dass die Erstellung eines diesbezüglichen Kataloges für viele Maßnahmen Diskussion im Team auslösen und auf diese Weise einen zusätzlichen interessanten Beitrag für die Weiterbildung leisten wird. Internationale Publikationen zu einzelnen Maßnahmen sind bereits vorhanden und können als Vorlage für die konkrete Umsetzung dienen [ 10 ].…”