Cargando…

Clinical procedural skills assessment during internship in ophthalmology

INTRODUCTION: Directly observed procedural skills (DOPS) is a unique method for assessment since it tests the trainee’s ability to apply his knowledge and skills in performing a particular procedure and provides an assessment of the practical work performed by the trainee on a ‘real’ patient under s...

Descripción completa

Detalles Bibliográficos
Autores principales: SETHI, SUMITA, BADYAL, DINESH K
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Journal of Advances in Medical Education & Professionalism 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6475030/
https://www.ncbi.nlm.nih.gov/pubmed/31086797
http://dx.doi.org/10.30476/JAMP.2019.44709
_version_ 1783412697766821888
author SETHI, SUMITA
BADYAL, DINESH K
author_facet SETHI, SUMITA
BADYAL, DINESH K
author_sort SETHI, SUMITA
collection PubMed
description INTRODUCTION: Directly observed procedural skills (DOPS) is a unique method for assessment since it tests the trainee’s ability to apply his knowledge and skills in performing a particular procedure and provides an assessment of the practical work performed by the trainee on a ‘real’ patient under supervision of an experienced faculty. The study aims to make use of DOPS rating for assessment and further improvement in procedural skills in interns in Ophthalmology rotational posting. METHODS: A prospective study was planned and 15 interns on 2 weeks’ rotational posting in the department of Ophthalmology were included by purposive sampling over a duration of 2 months. Four clinical procedural skills were identified and in the second week of posting, the interns were assessed by three DOPS encounters at an interval of 2 days for each clinical skill. The DOPS ratings were analyzed quantitatively using R-statistical software by repeated measure ANOVA and Banfuroni test. RESULTS: A total of 180 DOPS were undertaken for 15 interns in 4 core areas of ophthalmic examination. The mean overall DOPS rating for DOPS-1 was 3.70±0.82, DOPS-2, 3.83±1.82 and DOPS-3, 4.93±1.65; the difference in DOPS rating between the first and second encounter was not statistically significant (p=0.497), between the second and the third and between the first and the third were statistically significant (p=0.000 in both cases) using Banfuroni test. The overall difference was also statistically significant (p=0.000) using repeated measure ANOVA. Both the assessor and intern satisfaction increased significantly from the first to the third DOPS, but not statistically significant between the first and the second and between the second and the third DOPS. CONCLUSIONS: We found significant improvement in interns’ clinical skills through repeated DOPS and the method was well accepted by both the students and the faculty. Internship period can be well utilized for improving clinical skills and novel performance assessment methods like DOPS might prove to be highly beneficial in ensuring adequacy of learning during internship and also to assess their readiness for accepting professional responsibilities in future.
format Online
Article
Text
id pubmed-6475030
institution National Center for Biotechnology Information
language English
publishDate 2019
publisher Journal of Advances in Medical Education & Professionalism
record_format MEDLINE/PubMed
spelling pubmed-64750302019-05-13 Clinical procedural skills assessment during internship in ophthalmology SETHI, SUMITA BADYAL, DINESH K J Adv Med Educ Prof Original Article INTRODUCTION: Directly observed procedural skills (DOPS) is a unique method for assessment since it tests the trainee’s ability to apply his knowledge and skills in performing a particular procedure and provides an assessment of the practical work performed by the trainee on a ‘real’ patient under supervision of an experienced faculty. The study aims to make use of DOPS rating for assessment and further improvement in procedural skills in interns in Ophthalmology rotational posting. METHODS: A prospective study was planned and 15 interns on 2 weeks’ rotational posting in the department of Ophthalmology were included by purposive sampling over a duration of 2 months. Four clinical procedural skills were identified and in the second week of posting, the interns were assessed by three DOPS encounters at an interval of 2 days for each clinical skill. The DOPS ratings were analyzed quantitatively using R-statistical software by repeated measure ANOVA and Banfuroni test. RESULTS: A total of 180 DOPS were undertaken for 15 interns in 4 core areas of ophthalmic examination. The mean overall DOPS rating for DOPS-1 was 3.70±0.82, DOPS-2, 3.83±1.82 and DOPS-3, 4.93±1.65; the difference in DOPS rating between the first and second encounter was not statistically significant (p=0.497), between the second and the third and between the first and the third were statistically significant (p=0.000 in both cases) using Banfuroni test. The overall difference was also statistically significant (p=0.000) using repeated measure ANOVA. Both the assessor and intern satisfaction increased significantly from the first to the third DOPS, but not statistically significant between the first and the second and between the second and the third DOPS. CONCLUSIONS: We found significant improvement in interns’ clinical skills through repeated DOPS and the method was well accepted by both the students and the faculty. Internship period can be well utilized for improving clinical skills and novel performance assessment methods like DOPS might prove to be highly beneficial in ensuring adequacy of learning during internship and also to assess their readiness for accepting professional responsibilities in future. Journal of Advances in Medical Education & Professionalism 2019-04 /pmc/articles/PMC6475030/ /pubmed/31086797 http://dx.doi.org/10.30476/JAMP.2019.44709 Text en Copyright: © Journal of Advances in Medical Education & Professionalism http://creativecommons.org/licenses/by-nc-sa/3.0 This is an open-access article distributed under the terms of the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Original Article
SETHI, SUMITA
BADYAL, DINESH K
Clinical procedural skills assessment during internship in ophthalmology
title Clinical procedural skills assessment during internship in ophthalmology
title_full Clinical procedural skills assessment during internship in ophthalmology
title_fullStr Clinical procedural skills assessment during internship in ophthalmology
title_full_unstemmed Clinical procedural skills assessment during internship in ophthalmology
title_short Clinical procedural skills assessment during internship in ophthalmology
title_sort clinical procedural skills assessment during internship in ophthalmology
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6475030/
https://www.ncbi.nlm.nih.gov/pubmed/31086797
http://dx.doi.org/10.30476/JAMP.2019.44709
work_keys_str_mv AT sethisumita clinicalproceduralskillsassessmentduringinternshipinophthalmology
AT badyaldineshk clinicalproceduralskillsassessmentduringinternshipinophthalmology