Introduction: Conventional teaching and learning methods have been seen to fail to assure achievement of competencies in male bladder catherization in the Indian Medical Graduate (IMG) with wide variation noted in competencies. This could be remedied by introduction of Structured training methods. Aims and Objective: The study aimed to investigate DOAP method of training in a Skill Lab against training through a Structured Educational Video (SEV) with the objective of comparing their efficacy in training Final MBBS Students in the psychomotor skill of performing male bladder catheterisation. Material & Methods: Final MBBS students fulfilling selection criteria were randomly allocated into two comparable groups. One group underwent Skill lab training using DOAP method while the other group underwent training using a SEV by the same instructor. CRRI interns, regularly performing MBC at work by virtue of conventional training, with 6-8 months experience formed a control group. All participants underwent assessment of skill in MBC by skill lab OSCE evaluation, by assessors who were blinded to the method of training of participants. Data was recorded and analysed using standard statistical software. Trial evaluation from the trial groups was obtained using Survey monkey tool. Observation: There was no statistically significant difference in the ability of DOAP group or SEV group in being able to safely perform MBC though a higher level of confidence was expressed with their training by DOAP group. Both trial groups statistically outperformed the control group. Conclusion: Structured training assures competence. Video-assisted Training produces comparable results though DOAP method is preferred by students. A combination of the techniques may facilitate optimal training.

Background: Conventional teaching-learning methods often fail to assure competency in male bladder catheterization (MBC) in the Indian Medical Graduate. Introduction of structured training methods could offer a solution. Aims and Objectives: The objective of the study was to compare efficiency of demonstrate, observe, assist, and perform (DOAP) method of training in a skill lab against structured educational video (SEV)-based learning in training final MBBS students in the psychomotor skill to safely perform MBC. Materials and Methods: Following IRB and IEC clearance, final MBBS students fulfilling selection criteria were randomly allocated into two comparable groups. One group underwent skill lab training using DOAP method while the other group underwent training using a SEV by the same instructor. CRRI interns, regularly performing MBC at work by virtue of conventional training, with 6–8 months experience formed a control group. All participants underwent assessment of skill in MBC by skill lab OSCE evaluation, by assessors blinded to the participant’s method of training. Data were recorded and analyzed using standard statistical software. Trial evaluation from the trial groups was obtained using SurveyMonkey tool. Results: There was no statistically significant difference in the ability of DOAP group or SEV group to safely perform MBC though a higher level of confidence was expressed with their training by DOAP group. Both trial groups statistically outperformed the control group. Conclusion: Structured training assures competence. Video-assisted training produces comparable results though DOAP method is preferred by students. A combination of the techniques may facilitate optimal training.