Introduction of direct observation of procedural skills as workplace-based assessment tool in department of anesthesiology: Evaluation of students’ and teachers’ perceptions

Abstract

Background: The direct observation of procedural skills (DOPS) was introduced for the workplace-based assessment of procedural skills. It offers an opportunity to provide feedback to trainees. This makes DOPS an authentic measure of clinical competence in anesthesiology training. The goal of this study was to assess the perceptions of both trainees and consultants regarding the use of DOPS and to evaluate the performance of anesthesia postgraduate (PG) trainees over consecutive assessments. Materials and Methods: After approval from the ethical committee and sensitization workshop, two exposures of DOPS per trainee were given for three common anesthesia skills as per their years in training. Thereafter anonymous feedback was collected from faculty and trainees to gather their perception regarding DOPS. Consecutive DOPS scores for trainees were analyzed. Data were presented in terms of percentages, mean, and standard deviation. A P value of <0.05 was considered significant. Results: More than 50% of participants were satisfied with the way DOPS was conducted and thought it was feasible for formative assessment. About 80% of participants were of the view that DOPS is helpful for anesthesia training and improving anesthesia procedural skills. Yet only 40%–50% favored the addition of DOPS to the departmental assessment plan. Significant improvement was observed in DOPS scores of PG trainees. Mean DOPS scores of postgraduate trainee year 1, 2, and 3 (JR 1, JR 2, and JR 3) increased from 2.6 to 4.8, 4 to 5.7, and 5.6 to 7, respectively (P < 0.05). Conclusions: DOPS may be considered as a useful tool for workplace-based assessment for anesthesia PG training.

Keywords

• anesthesia
• clinical competence
• education measurement
• training support
• workplace