The Effect of Direct Observation of Procedural Skills Assessment Method on Clinical Performance of Radiology Students

Tohidnia, Mohammad Rasoul; Weisi, Sajad; Eskandari, Sodabeh

doi:10.5812/erms.80301

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…Also, a study conducted by Habibi (2013) showed that the use of both DOPS and MINI-CEX methods increased the power of clinical skills during the procedure in nursing students, when compared to traditional methods (22). Tohidnia et al (2018), in their study on radiology students, reported that the clinical performance score was significantly higher in the DOPS assessment method than in the traditional method (23). Also, the improvement of the evaluation phase by the DOPS method compared with the preliminary phase improved clinical performance, which could be due to providing appropriate feedback and eliminating functional weaknesses (23).…”

Section: Discussionmentioning

confidence: 99%

“…Tohidnia et al (2018), in their study on radiology students, reported that the clinical performance score was significantly higher in the DOPS assessment method than in the traditional method (23). Also, the improvement of the evaluation phase by the DOPS method compared with the preliminary phase improved clinical performance, which could be due to providing appropriate feedback and eliminating functional weaknesses (23).…”

Section: Discussionmentioning

confidence: 99%

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Effect of Clinical Skills Evaluation by Direct Observation of Procedural Skills (DOPS) Method on Clinical Performance of Operating Room Students

Bozorgvar

Barzanouni

et al. 2021

J Med Edu

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Background: Evaluation is an essential and integral part of medical education. Based on the evidence, the current common methods are less effective due to the lack of accurate assessment of students' clinical skills. Clinical evaluation of students in the form of direct observation in practical situations will increase their ability to deal with clinical events in specific patient situations. Objectives: In this study, the effectiveness of the direct observation of procedural skills (DOPS) method was compared with the common method in the clinical performance of operating room students. Methods: This quasi-experimental study was performed on 30 final-year operating room students in 2019 who had an internship course. Students were randomly assigned to two groups of control (n = 15) and intervention (n = 15). The evaluation of clinical skills was done by the traditional method in the control group and the DOPS method in the intervention group. Data collection was performed by a researcher-made checklist whose validity and reliability were confirmed. Statistical analysis of data was performed by SPSS-20 software using descriptive statistics and chi-square test, independent t-test, and Mann-Whitney test. Results: There was no significant difference between the two groups in terms of demographic characteristics including age, internship score, and gender (P > 0.05). Based on the results of the Mann-Whitney test, the mean rank of procedural techniques and clinical performance score was higher in the intervention group than in the control group (P < 0.05). Conclusions: The DOPS method can be more effective than routine methods for improving the clinical performance of operating room students. Therefore, it is suggested that the DOPS method be used as an alternative to traditional methods or even as a complementary method for evaluating the clinical performance of operating room students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Effect of Clinical Skills Evaluation by Direct Observation of Procedural Skills (DOPS) Method on Clinical Performance of Operating Room Students

Bozorgvar

Barzanouni

et al. 2021

J Med Edu

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“…[ 9 ] Observation and evaluation of learners during performing procedures on patients and giving appropriate feedback to them can thus lead to obtaining and improving skills among them. [ 13 ] Feedback after the direct observation is very meaningful, especially when it addresses a learner's immediate concerns and provides information to the student that leads to improved learning. [ 14 ] The implementation of any of the evaluation tools depends on students' acceptance under its effect.…”

Section: Introductionmentioning

confidence: 99%

The effect of direct observation of procedural skills/mini-clinical evaluation exercise on the satisfaction and clinical skills of nursing students in dialysis

Jafarpoor

Hosseini

Sohrabi

et al. 2021

Journal of Education and Health Promotion

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BACKGROUND: Since the purpose of medicine science is health promotion, education of this group is very important. The use of new evaluation methods is one of the first educational needs. Given that many conventional clinical evaluation methods are not able to fully evaluation students in the clinical settings and only evaluate limited information, This study is designed to evaluate the impact of direct observation of procedural skills (DOPS) and mini-clinical evaluation exercise (mini-CEX) on nursing students and their clinical satisfaction skills. MATERIALS AND METHODS: This quasi-experimental study was conducted in 2018 to evaluate the dialysis unit of the 6 th semester nursing students of Babol University of Medical Sciences in Iran. Samples were selected by the census method and then random allocation. Data collection was performed using two questionnaires and two checklists to evaluate the clinical skills and satisfaction of the two groups of testing and control. Moreover, the data were analysed with using the SPSS software (version 18, IBM SPSS Inc., Chicago, IL, USA) through the descriptive and analytical statistics (Chi-square test and t -test). RESULTS: The results showed that the intervention group compared with the control evaluation score of 13/73 ± 2/44, 11/74 ± 2/43, P < 0.002, respectively. Furthermore, the mean score of satisfaction of the intervention group with the DOPS method compared to the traditional method of the control group was 72/50 ± 7/31, 63/48 ± 9/31, P < 0.001, respectively. As well as, the mean score of satisfaction with the mini-CEX method of the intervention group compared to the traditional method of the control group was 73/28 ± 7/78, 63/48 ± 9/31, P < 0.002, respectively. CONCLUSIONS: The results of this study showed that students who were evaluated by DOPS and mini-CEX methods had a higher score of clinical performance evaluation and higher level of satisfaction. Nursing professors can improve the learning process and the satisfaction of nursing students by using direct feedback on such evaluation methods.

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Student Perception of Integrated Clerkship in Primary Care

Munawaroh,

Hermasari,

Hanifah

2023

Springer Proceedings in Humanities and Social Sciences

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The Effect of Direct Observation of Procedural Skills Assessment Method on Clinical Performance of Radiology Students

Cited by 3 publications

References 13 publications

Effect of Clinical Skills Evaluation by Direct Observation of Procedural Skills (DOPS) Method on Clinical Performance of Operating Room Students

Effect of Clinical Skills Evaluation by Direct Observation of Procedural Skills (DOPS) Method on Clinical Performance of Operating Room Students

The effect of direct observation of procedural skills/mini-clinical evaluation exercise on the satisfaction and clinical skills of nursing students in dialysis

Student Perception of Integrated Clerkship in Primary Care

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