Résumé
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.