Utility and Acceptability of Direct Observation of Procedural Skills -Based Workplace Assessment for Bladder Catheterization Skills Among Undergraduate Medical Students: A Comparative Study
TL;DR
The utility of DOPS as an authentic, structured and feedback-oriented assessment strategy for undergraduate procedural skills training is supported as an authentic, structured and feedback-oriented assessment strategy for undergraduate procedural skills training.
Abstract
Background: Workplace-Based Assessment (WPBA) is an important component of competency-based medical education because it enables assessment of learners during authentic clinical practice. Direct Observation of Procedural Skills (DOPS) provides a structured method for assessing procedural competence while allowing immediate feedback. Bladder catheterization is an essential clinical procedure that undergraduate medical students should acquire during their clinical postings. Methods: A comparative educational intervention study was conducted over six months among 100 undergraduate medical students during general surgery clinical postings at Government Dharmapuri Medical College and Hospital, Dharmapuri, Tamil Nadu, India. Students were divided into two groups of 50 each. Group A underwent conventional assessment, while Group B underwent structured Workplace-Based Assessment using DOPS. Pre-test and post-test procedural skill performance was assessed using a five-point scoring system. The DOPS group was additionally assessed regarding utility and acceptability of the assessment method. Results: The mean pre-test skill score was 2.30 ± 1.15 in the conventional assessment group and 2.46 ± 1.14 in the WPBA/DOPS group. Following the intervention, the mean score increased to 3.82 ± 0.81 and 4.60 ± 0.70, respectively. The mean improvement was 1.52 points in the conventional group and 2.14 points in the WPBA/DOPS group. Post-intervention, 90% of students in the WPBA/DOPS group achieved a score of 4 or 5 compared with 42% in the conventional group. Conclusion: Workplace-Based Assessment using DOPS demonstrated greater improvement in bladder catheterization skill performance compared with conventional assessment. The findings support the utility of DOPS as an authentic, structured and feedback-oriented assessment strategy for undergraduate procedural skills training.