Author/Authors :
KUMAR، NAINA نويسنده Department of Obstetrics and Gynecology, Maharishi Markandeshwar Institute of Medical Sciences and Research, Mullana, Ambala, Haryana, India , , KANT SINGH، NAMIT نويسنده Department of Otolaringology, Maharishi Markandeshwar Institute of Medical Sciences and Research, Mullana, Ambala, Haryana, India , , RUDRA، SAMAR نويسنده Department of Otolaringology, Maharishi Markandeshwar Institute of Medical Sciences and Research, Mullana, Ambala, Haryana, India , , PATHAK، SWANAND نويسنده Department of Pharmacology, Jawaharlal Nehru Medical College, Sawangi (Meghe), Wardha, Maharashtra, India ,
Abstract :
Introduction: Direct Observation of Procedural Skills (DOPS)
is a way of evaluating procedural skills through observation in
the workplace. The purpose of this study was to assess the role of
DOPS in teaching and assessment of postgraduate students and to
know the effect of repeated DOPS on improvement of the skills
and confidence of the students.
Methods: This prospective study was conducted in the Obstetrics
and Gynecology department of a rural tertiary centre in Northern
India in two phases. All postgraduate students (n=20) were
randomly divided year-wise into two groups, using lottery system
such that both groups had equal number of first, second and
third year students for didactic lecture/simulation teaching using
mannequins, with hands-on exposure on Active management of
third stage of labor (AMTSL) and Postpartum hemorrhage (PPH)
management. In the first phase, Group 1 received simulation
teaching using mannequins with hands on for 4 sittings, and Group
2 received didactic lecture on AMTSL. Following the students’
performance of AMTSL steps on delivering women, their
competencies were assessed using DOPS structured checklist of
ten points on 6 sessions. The students’ performance in six DOPS
was compared between the two groups. In the 2nd phase, after
flipping of the groups, group one received didactic lecture, and
group 2 simulation teaching on PPH management with hands on
for 4 sittings, followed by comparison of six DOPS performance
in both groups. The data were analyzed by Wilcoxon rank-sum
(Mann–Whitney) test using SPSS software, version 20.
Results: In both phases, significant difference was observed
between the two groups on first DOPS comparison (1st phase:
p=0.000; 2nd phase: p=0.002), with simulation group performing
better. Comparison of sixth DOPS in the two groups revealed no
difference in both phases, but significant difference on first and
sixth DOPS comparison in each group (p=0.000).
Conclusion: Repeated DOPS results in improved skills and
confidence of students in managing real life obstetric emergencies
irrespective of the teaching modality.
