Introduction of direct observation of procedural skills (DOPS) as a formative assessment tool during postgraduate training in anaesthesiology: Exploration of perceptions

BACKGROUND AND AIMS: Formative assessment of procedural skills of Anaesthesiology postgraduate (PG) students is not conducted conventionally. Direct observation of procedural skills (DOPS) helps to identify gaps in performance and provides structured feedback. The present study was taken to explore perceptions of PG students and faculty about DOPS. METHODS: This mixed design interventional study was conducted on 12 PGs and 10 faculty members in Department of Anaesthesiology. After conducting DOPS, a pre-validated questionnaire was given to them about perceptions using 3-point Likert's scale along with open ended questions. Statistical analysis was done using descriptive statistics of perception to calculate percentages and themes were identified for qualitative data. RESULTS: Responses of students were positive about skill improvement (83%), time provided (75%), feedback (100%), interaction (83%), motivation (83%), satisfaction (83%), effectiveness (83%) and opportunity creation (92%). Faculty responded positively regarding change in attitude (100%), effectiveness (100%), scope (90%), feasible application (90%), ease (90%), opportunity creation (80%), gap identification (100%), satisfaction (80%). However, 60% felt training was required, 50% thought more time and commitment was required. Themes identified were DOPS is comprehensive, interactive, student-friendly, good teaching-learning tool, identifies gaps, provides focus for learning, provides systematic constructive feedback, improves skills, prepares for future practice, requires planning, may not reflect competence, has assessor variability and can be included in PG curriculum. CONCLUSION: DOPS was perceived as an effective assessment and teaching-learning tool by PG students as well as faculty.