The Effect of Direct Observation of Procedural Skills Assessment Method on Clinical Performance of Radiology Students

Abstract

Background and Objectives: Assessment is one of the most important factors involved in effective medical education. Direct observation of procedural skills (DOPS) assessment method requires direct observation of learners during the performance of clinical procedures on patients and providing appropriate feedback to learners. This research was carried out to evaluate the effect of DOPS assessment method on the clinical performance of radiology students at Kermanshah University of Medical Sciences. Methods: This study was performed on 30 undergraduate radiology students at the teaching hospitals of Kermanshah University of Medical Sciences in 2017. The participants were randomly divided into intervention and control groups. Data were collected via observation and completion of a researcher-made checklist before and after the apprenticeship course. The data were analyzed using independent t-test and paired t-test. Results: There was no significant difference between the groups regarding the demographic variables. There was no significant difference between the intervention and control groups in the mean score of students’ clinical skills in pretest (P = 0.911), but the mean score in the intervention group with DOPS assessment method significantly increased in comparison with that of the control group at the end of the apprenticeship course (P = 0.001). Conclusions: The DOPS clinical assessment method significantly improves the practical and clinical skills and self-confidence of radiology students at clinical education centers and can be used as a more effective method than conventional clinical assessment methods.