ABSTRACT
This interventional study was done in the Dept of OBGY of Bharati Vidyapeeth medical college, Pune, during Sept to Dec 2013. Context of the study: This educational research project was planned to introduce a formative structured assessment method for residents in OBGY and assess its impact on student learning. Primary Objectives:1) To design and conduct DOPS in Dept of OBGY, for second year postgraduate students.2) To assess impact on learning after 1 week of practice. Methodology: All participants were sensitized about the new assessment method: DOPS. Standard Operative Procedure for the core skill ‘Female Genital Tract Examination’ was prepared. A 5 point scale for DOPS Evaluation was designed, peer reviewed and piloted. DOPS was conducted by senior faculty members over 2 week’s time frame. Students were reassessed using same checklist by same observer after one week. Feedback about the entire experience was taken from all participants. Evaluation: 1) Student DOPS scores before and after feedback and practice 2) Analysis of feedback from all participants. Results and Conclusion: All participating students and faculty members felt that DOPS is 100% relevant to the curriculum and feasible to accept as a regular formative assessment and learning tool for PG students in OBGY. Higher Patient satisfaction expressed during second session suggests that such an intervention will result in better clinical care in long run.
ABSTRACT
Background: There has been a growing concern among medical educators about the quality of medical graduates trained in various medical colleges in our country. Data based on the faculty and student perceptions of undergraduate curriculum indicate a need for laying more stress on practical skills during their training and assessment. The Objective Structured Clinical Examination (OSCE) is a reliable and an established and effective multistation test for the assessment of practical skills in an objective and a transparent manner. The aim of this article is to sensitize universities, examiners, organizers, faculty, and students across India to OSCE. Materials and Methods: We designed an assessment based on 22-station OSCE and administered it to 67 students during their final year, integrating all the domains of learning, that is higher order cognitive domain, psychomotor domain, and affective domain. Data analysis was done using SPSS version 15. Results: The OSCE was feasible to conduct and had high perceived construct validity. There was a significant correlation between the station score and total examination score for 19 stations. The reliability of this OSCE was 0.778. Both students and faculty members expressed a high degree of satisfaction with the format. Conclusion: Integrating a range of modalities into an OSCE in ophthalmology appears to represent a valid and reliable method of examination. The biggest limitation with this format was the direct expenditure of time and energy of those organizing an OSCE; therefore, sustaining the motivation of faculty might pose a challenge.