|Year : 2021 | Volume
| Issue : 4 | Page : 239-245
Introduction of direct observation of procedural skills as workplace-based assessment tool in department of anesthesiology: Evaluation of students’ and teachers’ perceptions
Pooja R Mathur
Department of Anaesthesiology, Jawaharlal Nehru Medical College, Ajmer, India
|Date of Submission||25-May-2021|
|Date of Decision||27-Apr-2021|
|Date of Acceptance||05-Aug-2021|
|Date of Web Publication||24-Nov-2021|
Dr. Pooja R Mathur
Department of Anaesthesiology, Jawaharlal Nehru Medical College, B-10, Aravali Vihar, Ajmer 305001.
Source of Support: None, Conflict of Interest: None
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
|How to cite this article:|
Mathur PR. Introduction of direct observation of procedural skills as workplace-based assessment tool in department of anesthesiology: Evaluation of students’ and teachers’ perceptions. Bali J Anaesthesiol 2021;5:239-45
|How to cite this URL:|
Mathur PR. Introduction of direct observation of procedural skills as workplace-based assessment tool in department of anesthesiology: Evaluation of students’ and teachers’ perceptions. Bali J Anaesthesiol [serial online] 2021 [cited 2022 May 28];5:239-45. Available from: https://www.bjoaonline.com/text.asp?2021/5/4/239/330953
| Introduction|| |
Increased concern for patient safety has driven medical education toward a “competency-based” curriculum leading to a demand for a reliable, valid, and feasible method for clinical skills assessment. The direct observation of procedural skills (DOPS) was introduced by the Royal College of Physicians in 2003 as one means of workplace-based assessment (WPBA). DOPS was specifically designed to assess procedural skills involving real patients in a single encounter; thus, in contrast to many other assessments in medical education, it takes place in and as a part of daily work. Another feature of WPBA is that it offers the opportunity to provide trainees with feedback on their performance. In DOPS, focus lies on procedural skills that form an integral part of the postgraduate (PG) anesthesia training curriculum. Here, the trainee is evaluated regarding his or her demonstrated understanding of indications, relevant anatomy, the technique of procedure, obtaining informed consent, demonstrating appropriate preparation preprocedure, technical ability, aseptic technique, seeking help where appropriate, postprocedure management, communication skills, consideration of patient/professionalism, and overall ability to perform the procedure. The opportunity of direct observation of trainees in the clinical workplace makes DOPS an authentic measure of performance and clinical competence. Therefore, it was decided to introduce DOPS as a tool for WPBA in the department of anesthesiology at our tertiary care teaching hospital for PG anesthesia trainees and evaluate the perceptions of participants as well as to assess the feasibility of its use.
| Materials and Methods|| |
This study is designed to assess the opinions and experiences of both trainees and consultants regarding the use of DOPS as a WPBA tool, as well as to evaluate the performance of anesthesia PG trainees over consecutive assessments using DOPS in the department of anesthesiology at a teaching hospital after the approval from institutional ethical committee. A workshop was conducted in the department of anesthesia for faculty as well as trainees in order to train them regarding the use of DOPS. A plan of introduction of DOPS as a WPBA tool was made with the departmental curriculum committee. At least two DOPS encounters for 20 trainees were planned over a period of four months involving three common anesthesia skills appropriate for the level of training [Figure 1]. The institutional ethics committee waived the need for ethics approval and the need to obtain consent for the collection, analysis, and publication of this noninterventional study.
An assessor observed a student performing a practical procedure from start to finish and scored the student against a predefined criterion on a rating score of 0–9 taken from DOPS form of the Australian and New Zealand College of Anesthetists (ANZCA). The assessment took place during the normal course of student work. The degree of difficulty and level of competence expected varied with the experience of the student [Figure 2].
Thereafter feedback was collected anonymously through two appropriately designed structured and validated questionnaires, separately from both trainees and consultants. A pilot survey questionnaire was used, and feedback from peers was considered before finalizing the study questionnaire. Scales measuring agreement with attitudinal items were written using a five-point Likert scale format. Some space was provided for open-ended comments regarding users’ experiences [Annexures 1 and 2]. Data were entered into an Excel spreadsheet in percentages and mean ± standard deviation and analyzed statistically using appropriate statistical tests (paired t-test). A P value of <0.05 was considered significant.
| Results|| |
As seen in [Table 1], most participants in our study were female. Most of the faculty were aged above 40 years, whereas most of the trainees were aged between 25 and 30 years. Sixty percent of faculty had more than 10 years of experience, and 50% of the trainees were in the second year [Table 1].
Time taken for making an observation in DOPS was found to be less than 10 min by 90% faculty and 70% trainees. Time taken in providing feedback was found to be less than 10 min by 100% faculty and 95% trainees. Therefore, it may be said that DOPS took less than 10 min in most cases, demonstrating its feasibility. In most cases, timely feedback was provided after DOPS. About 90% of the time, feedback was provided within 30 min of DOPS [Table 2].
Fifty percent of faculty and 65% of trainees were satisfied with the way in which DOPS was conducted. Eighty percent of faculty and 55% of trainees thought it was a feasible tool for formative assessment (FA). Eighty percent of faculty and 70% of trainees were of the view that DOPS is helpful for anesthesia training. Eighty percent of faculty and 75% of trainees felt that DOPS is helpful in improving anesthesia procedural skills [Table 3]. Seventy to eighty percent of all participants felt that DOPS was easy to use in WPBA. Still, only 40%–50% of participants favored the addition of DOPS to the departmental assessment plan [Figure 3].
|Table 3: Perception of participants regarding introduction of DOPS on five-point Likert scale|
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Significant improvement was observed in DOPS scores in all the three different PG year 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. This displays the ability of DOPS as a tool for teaching anesthesia procedural skills [Table 4].
| Discussion|| |
There has been an increasing emphasis on defining outcomes of medical education in terms of the “performance” of trainees. PG training is directed not merely at the attainment of knowledge, attitude, and skills but also at observable responsiveness and appropriate functioning in real-life situations.,, A key aspect of the practice of anesthesia is the ability to perform practical procedures efficiently and safely, which requires proficiency in both technical and nontechnical skills. Gaba et al. differentiated between technical performance, the “adequacy of actions taken from a medical and technical perspective,” and nontechnical performance, “decision-making and team interaction processes.” All over the world, we are witnessing a paradigm shift with medical education regulatory bodies, stating that PG training should be competency-based. However, these regulations do not provide any details of in-training assessments.
Most of the conventional assessments methods conducted in examination settings will fall short of measuring these outcomes. There is indeed a need to assess the trainees in real situations, so that necessary mid-course corrections can be provided to the trainees. WPBA is increasingly used to assess the trainees by direct observation and to shape their learning. WPBA assesses the optimal and judicious use of competencies in authentic settings. Various methods used for WPBA include mini-clinical evaluation exercise, DOPS, mini-peer assessment tool, and multisource feedback as some of the common ones.
The major advantages of WPBA are that they conform to the highest level of Miller’s Pyramid, focus on clinical skills including the necessary soft skills (communication, behavior, professionalism, ethics, and attitude), observation (in a real situation) and feedback, context, and content specificity, compensate for some shortcomings in the traditional assessment methods, alignment of learning with actual working, and encourage reflective practice.,
There are five stages in the acquisition of procedural skills: novice, advanced beginner, competent, proficient, and expert. There is an old adage—evaluation drives learning. We observed significant improvement in DOPS scores. Mean DOPS scores of JR 1, JR 2, and JR 3 increased from 2.6 to 4.8, 4 to 5.7, and 5.6 to 7, respectively. This displays the ability of DOPS as a tool for teaching anesthesia procedural skills. There is evidence in the literature about the educational impact of DOPS assessments., Its educational value lies in the process of immediate feedback after the assessment takes place including highlighting trainees’ strengths and weaknesses and formulation of an action plan to meet any learning needs. FAs are used to aid learning and have been described as “assessment for learning.” In order to be useful, feedback from FA needs to occur in a timely manner, so that it can influence a trainee’s progress. Thus DOPS, because of its feasibility and comprehensiveness, can prove to be a useful tool for FA of anesthesia trainees and, in turn, enhance their learning of procedural skills.
As is clear from [Figure 2], DOPS has 11 domains that are used to assess performance in procedural skills. It is worth noting that DOPS focuses on the context of the procedural skill: nine of the domains describe pre- and postprocedure care and nontechnical skills. The actual assessment of actual technical ability to perform the procedure is only one of them.
A DOPS was specifically designed to assess procedural skills involving real patients in a single encounter and can be easily integrated into trainees’ and assessors’ normal routine and therefore considered highly feasible. Time taken for making an observation in DOPS was found to be less than 10 min by 90% of faculty and 70% of trainees. Time taken in providing feedback was found to be less than 10 min by 100% of faculty and 95% of trainees. Therefore, it may be said that DOPS took less than 10 min in most cases, demonstrating its feasibility even in a busy operating room setup.
In most cases, timely feedback was provided after DOPS. About 90% of the time, feedback was provided within 30 min of DOPS. Feedback following WPBAs was found to be useful by a cohort of core medical trainees following WPBAs (Johnson et al. 2009). The anesthetic DOPS specifically requires the assessor to feedback to the trainee areas of good and bad practice and also identify a focus for future learning. DOPS has excellent reliability in trained observers. Its construct validity established in anesthesiology for lumbar epidurals and interscalene blocks. DOPS is widely used in residency training. DOPS and other WPBA tools are routinely used in residency training in the United Kingdom, Ireland, Canada, and Australia.,,
Kundra and Singh, in their study, concluded that DOPS is a feasible and acceptable tool for skills assessment. Direct observation followed by contextual feedback helps PGs to learn and improve practical skills. Another study found that DOPS can be incorporated in the in-training assessment of undergraduate dental students and seems to have good feasibility and acceptability. Khanghahi and Azar, in their systematic review, revealed that DOPS tests can be used as an effective and efficient evaluation method to assess medical students because of their appropriate validity and reliability, positive impact on learning, and high satisfaction level of students.
We also found a positive attitude toward DOPS, with regard to satisfaction in the way DOPS assessment was conducted (50% and 65% in faculty and trainees), whether it was a feasible tool for FA (80% and 55% in faculty and trainees), DOPS is helpful in improving anesthesia procedural skills (80% and 75% in faculty and trainees). Seventy to eighty percent of all participants felt that DOPS was easy to use in WPBA. Still, only 40%–50% of participants favored the addition of DOPS to the departmental assessment plan. Another study found that 88.7% thought DOPS was easy to use and administer. Students were also very positive about the opportunity that DOPS creates for feedback to a medical student (76.1%). An overwhelming majority (79.6%) agreed that this immediate feedback is helpful to their development. Students also supported the notion (77.3%) that DOPS identifies the developmental needs of a medical student to carry out a procedural skill.
In a recent study on perceptions of anesthesiology, 12 PG students and 10 faculty about DOPS reported 10 students perceived DOPS as an effective teaching–learning tool and were satisfied with the same. Eleven students felt that DOPS had the potential to create more opportunities for learning. The time for feedback was considered adequate by nine students. Eight students felt that DOPS can improve the student–teacher relationship. Six students opined that observation does not affect the performance, whereas the remaining six students were unsure. All the participating faculty members agreed that DOPS improved their attitude toward teaching and perceived it as an effective teaching–learning tool. Nine faculty members felt that DOPS can assess more aspects of procedural skills compared with the traditional methods and that it can be a part of FA. They found DOPS easy to carry out. DOPS was perceived by eight faculty members as a satisfactory tool that can create more opportunities for learning.
In contrast to this, the study by Bindal et al. found that trainees and consultants felt the DOPS assessment was not a useful training tool within anesthesia and felt that it was a checkbox exercise. This shows that research into the assessment of technical skills in anesthesia has been conducted with heterogeneous methodologies, which makes comparison difficult. Perhaps the strongest area of potential pedagogic advantage with the DOPS tool is in the provision of rapid feedback in the form of marks and comments. While students’ exposure to a required experience does not in itself assess clinical competency, documenting and monitoring those experiences remain a major component in the education and accreditation process., Hence, further research is necessary to investigate the use of DOPS in anesthesia specialist training, and improvements are needed to ensure that it is of educational benefit. This includes viewing it as a formative rather than summative tool and training for all those who are participating in DOPS assessments. There needs to be a greater emphasis on how DOPS is conducted, especially regarding planning and time for these assessments.
A few of the limitations of our study are lack of adequate time for assessments in busy operating room scheduling, the requirement of participant training, small sample size, and no standardization of DOPS for various anesthesiology skills and therefore difficult to compare. We recommend that further studies on the validity and reliability of DOPS in the workplace and simulated contexts need to be conducted.
| Conclusion|| |
We found that DOPS assessments help in improving the clinical skills of PG anesthesia students. The faculty and PG students had very positive feedback about the usefulness of DOPS. DOPS should be implemented as a method of FA in the regular curriculum of PG students. To conclude, we can state that WPBA is not a replacement for conventional assessment but is a complement to it. The two should be used in judicious combinations as per feasibility and context.
We would like to thank the Department of Anesthesia, Jawaharlal Nehru Medical College, Ajmer, for their support and cooperation. We extend our heartfelt gratitude to Dr. Praveen Singh, Dr. Suman Singh, and Dr. Sanjay Gupta for their valuable guidance.
Financial support and sponsorship
Conflicts of interest
There are no conflicts of interest.
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[Figure 1], [Figure 2], [Figure 3]
[Table 1], [Table 2], [Table 3], [Table 4]