Assessing the Feasibility and Acceptability of Direct Observation of Procedural Skills (DOPS) in Internal Medicine: A Cross-Sectional Study
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Abstract
Introduction: The assessment of clinical competencies is a fundamental component of competency-based medical education. Direct Observation of Procedural Skills (DOPS) is a workplace-based assessment method that evaluates learners’ performance during real clinical procedures while promoting a formative approach through immediate feedback.
Aim: To assess the feasibility and acceptability of DOPS among medical students and clinical teachers in a university Internal Medicine department.
Methods: We conducted a 15-week observational cross-sectional study involving 22 third-year medical students (DCEM3) assigned to the Internal Medicine department of Razi Hospital. The assessed procedure was the pathergy test. The evaluation covered eight domains: explanation of the indication and procedure, obtaining consent, preparation, aseptic technique, technical skills, communication, professionalism, and post-procedure management.
Results: The mean duration of a DOPS session was 14 minutes, including observation, documentation, and feedback. Competency levels were globally satisfactory in several domains, particularly in explaining the indication, aseptic technique, communication, and technical skills. Both students and teachers expressed good acceptance of the method and emphasized the value of direct observation and immediate feedback.
Conclusion: DOPS appears to be a feasible, well-accepted, and relevant method for assessing clinical competencies in Internal Medicine. Its progressive integration into clinical training programs may strengthen competency-based education and promote a culture of feedback.
Keywords:
DOPS, clinical competency assessment, medical education, direct observation , Internal Medicine, Tunisia##plugins.themes.academic_pro.article.details##
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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