Abstract
Background: Formative evaluation has been effective in promoting active learning and a better futureperformance in students after immediate personalized feedback.Aim and Objectives: To analyze the effect of “Direct observation of procedural skills” (DOPS) assessmentand immediate feedback for first year MBBS students in estimation of RBC Count.Methodology: The study was done on first year MBBS students (n=120) during the Physiology practicalclass. Checklist for estimation of RBC count (15 steps) was prepared by six faculty members. The formativepractical test was divided into two practical sessions. During the first session, each faculty observed 4students performing RBC estimation one by one (DOPS) and the details were recorded in the checklist.Similarly in five practical classes 120 participants were evaluated and immediate feedback was given tothem for two minutes. In the second session the same procedure was followed and results were compared.Students perception about the assessment process (DOPS) was documented by feedback questionnaire asper Likert scale.Results: The mean practical marks of the participants before feedback was 8.32 ± 2.25 and after feedbackwas 10.18 ± 1.81 (P<0.05). 92% of the study participants felt DOPS in RBC estimation was useful to themConclusion: DOPS assessments worked well in the student’s practical laboratory setting by serving as aneffective educational tool. Immediate personalized feedback to the students has resulted in reasonable skilldevelopment both subjectively and objectively.
Highlights
In India, Physiology is taught in the first year MBBS (Bachelor of Medicine and Bachelor of Surgery) course
Immediate personalized feedback to the students has resulted in reasonable skill development both subjectively and objectively
DOPS ensures that a particular skill is performed correctly in stepwise manner according to the prescribed guidelines using an agreed checklist
Summary
In India, Physiology is taught in the first year MBBS (Bachelor of Medicine and Bachelor of Surgery) course. The aim of teaching Physiology practical’s is to facilitate better understanding of the principles of Physiology and to inculcate the basics of clinical medicine in the future doctors[1]. According to Bloom, psychomotor domain deals with acquisition of physical abilities, motor skills, manipulation of materials or acts requiring neuromuscular coordination. This domain is referred to as the “domain of practical skills”.2. DOPS (Direct observation of procedural skills) is a preferred assessment tool in a student’s skills-lab, which helps to furnish high performance of clinical skills and it works well in the undergraduate setting[3]. Formative evaluation has been effective in promoting active learning and a better future performance in students after immediate personalized feedback
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