Abstract
Background: Demonstration, observation, assistance, and performance (DOAP) is a practical session that allows the student to observe a demonstration, assist the performer, perform in a simulated environment, perform under supervision, or perform independently. Competency-based medical education necessitates DOAP sessions that are timely and frequent, criterion based, skillful, and developing. Objective: The objective of the study was to assess the effectiveness of DOAP sessions for training of competencies related to family study among 6th-semester students. Methods: It was a quasi-experimental study conducted over 6 months from November 2021 to April 2022 on 6th-semester undergraduate students coming to the community medicine department during their community posting. The control group consisted of 28 students taught family study by traditional method, and 27 students assigned to the experimental group were taught by DOAP sessions. Demonstration was provided through postgraduates and health-care workers as a role-play followed by recorded video-based sessions. Data were collected at baseline and after intervention. Later, the control group was provided the DOAP sessions. Feedback from all 55 students was collected in a Likert scale. Results: The mean score of the intervention group was significantly higher (P < 0.05). Knowledge score increased 4.07 (confidence interval [CI]: 3.29–4.85) points in the intervention group while 2.35 points in the control group (CI: 1.6–3.1). Objective structured clinical examination score increased 4.72 (CI: 4.0–5.3) points in the intervention group while 2.53 points in the control group (CI: 1.8–3.3). Response rate for feedback was 100% and positive feedback was given by more than 80%. Conclusion: DOAP sessions were found to be effective which may help in implementing DOAP sessions for MBBS students for competencies related to the family study.
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