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Direct observation of procedural skills (DOPS) evaluation method: Systematic review of evidence

Background: Evaluation is one of the most important aspects of medical education. Thus, new methods of effective evaluation are required in this area, and direct observation of procedural skills (DOPS) is one of these methods. This study was conducted to systematically review the evidence involved i...

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Autores principales: Erfani Khanghahi, Masoumeh, Ebadi Fard Azar, Farbod
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Iran University of Medical Sciences 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6108252/
https://www.ncbi.nlm.nih.gov/pubmed/30159296
http://dx.doi.org/10.14196/mjiri.32.45
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author Erfani Khanghahi, Masoumeh
Ebadi Fard Azar, Farbod
author_facet Erfani Khanghahi, Masoumeh
Ebadi Fard Azar, Farbod
author_sort Erfani Khanghahi, Masoumeh
collection PubMed
description Background: Evaluation is one of the most important aspects of medical education. Thus, new methods of effective evaluation are required in this area, and direct observation of procedural skills (DOPS) is one of these methods. This study was conducted to systematically review the evidence involved in this type of assessment to allow the effective use of this method. Methods: Data were collected searching such keywords as evaluation, assessment, medical education, and direct observation of procedural skills (DOPS) on Google Scholar, PubMed, Science Direct, SID, Medlib and Google and by searching unpublished sources (Gray literature) and selected references (reference of reference). Results: Of 236 papers, 28 were studied. Satisfaction with DOPS method was found to be moderate. The major strengths of this evaluation method are as follow: providing feedback to the participants and promoting independence and practical skills during assessment. However, stressful evaluation, time limitation for participants, and bias between assessors are the main drawbacks of this method. Positive impact of DOPS method on improving student performance has been noted in most studies. The results showed that the validity and reliability of DOPS are relatively acceptable. Performance of participants using DOPS was relatively satisfactory. However, not providing necessary trainings on how to take DOPS test, not providing essential feedback to participants, and insufficient time for the test are the major drawbacks of the DOPS tests. Conclusion: According to the results of this study, DOPS tests can be applied as a valuable and effective evaluation method in medical education. However, more attention should be paid to the quality of these tests.
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spelling pubmed-61082522018-08-29 Direct observation of procedural skills (DOPS) evaluation method: Systematic review of evidence Erfani Khanghahi, Masoumeh Ebadi Fard Azar, Farbod Med J Islam Repub Iran Original Article Background: Evaluation is one of the most important aspects of medical education. Thus, new methods of effective evaluation are required in this area, and direct observation of procedural skills (DOPS) is one of these methods. This study was conducted to systematically review the evidence involved in this type of assessment to allow the effective use of this method. Methods: Data were collected searching such keywords as evaluation, assessment, medical education, and direct observation of procedural skills (DOPS) on Google Scholar, PubMed, Science Direct, SID, Medlib and Google and by searching unpublished sources (Gray literature) and selected references (reference of reference). Results: Of 236 papers, 28 were studied. Satisfaction with DOPS method was found to be moderate. The major strengths of this evaluation method are as follow: providing feedback to the participants and promoting independence and practical skills during assessment. However, stressful evaluation, time limitation for participants, and bias between assessors are the main drawbacks of this method. Positive impact of DOPS method on improving student performance has been noted in most studies. The results showed that the validity and reliability of DOPS are relatively acceptable. Performance of participants using DOPS was relatively satisfactory. However, not providing necessary trainings on how to take DOPS test, not providing essential feedback to participants, and insufficient time for the test are the major drawbacks of the DOPS tests. Conclusion: According to the results of this study, DOPS tests can be applied as a valuable and effective evaluation method in medical education. However, more attention should be paid to the quality of these tests. Iran University of Medical Sciences 2018-06-03 /pmc/articles/PMC6108252/ /pubmed/30159296 http://dx.doi.org/10.14196/mjiri.32.45 Text en © 2018 Iran University of Medical Sciences http://creativecommons.org/licenses/by-nc/3.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution NonCommercial 3.0 License (CC BY-NC 3.0), which allows users to read, copy, distribute and make derivative works for non-commercial purposes from the material, as long as the author of the original work is cited properly.
spellingShingle Original Article
Erfani Khanghahi, Masoumeh
Ebadi Fard Azar, Farbod
Direct observation of procedural skills (DOPS) evaluation method: Systematic review of evidence
title Direct observation of procedural skills (DOPS) evaluation method: Systematic review of evidence
title_full Direct observation of procedural skills (DOPS) evaluation method: Systematic review of evidence
title_fullStr Direct observation of procedural skills (DOPS) evaluation method: Systematic review of evidence
title_full_unstemmed Direct observation of procedural skills (DOPS) evaluation method: Systematic review of evidence
title_short Direct observation of procedural skills (DOPS) evaluation method: Systematic review of evidence
title_sort direct observation of procedural skills (dops) evaluation method: systematic review of evidence
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6108252/
https://www.ncbi.nlm.nih.gov/pubmed/30159296
http://dx.doi.org/10.14196/mjiri.32.45
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