Projects

ABSTRACT
Background and Aims: Formative assessment of procedural skills of Anaesthesiology postgraduate (PG)
students is not conducted conventionally. Direct observation of procedural skills (DOPS) helps to identify
gaps in performance and provides structured feedback. The present study was taken to explore
perceptions of PG students and faculty about DOPS. Methods: This mixed design interventional study
was conducted on 12 PGs and 10 faculty members in Department of Anaesthesiology. After conducting
DOPS, a pre-validated questionnaire was given to them about perceptions using 3-point Likert’s scale
along with open ended questions. Statistical analysis was done using descriptive statistics of perception
to calculate percentages and themes were identified for qualitative data. Results: Responses of students
were positive about skill improvement (83%), time provided (75%), feedback (100%), interaction (83%),
motivation (83%), satisfaction (83%), effectiveness (83%) and opportunity creation (92%). Faculty
responded positively regarding change in attitude (100%), effectiveness (100%), scope (90%), feasible
application (90%), ease (90%), opportunity creation (80%), gap identification (100%), satisfaction (80%).
However, 60% felt training was required, 50% thought more time and commitment was required. Themes
identified were DOPS is comprehensive, interactive, student‑friendly, good teaching‑learning tool,
identifies gaps, provides focus for learning, provides systematic constructive feedback, improves skills,
prepares for future practice, requires planning, may not reflect competence, has assessor variability
and can be included in PG curriculum. Conclusion: DOPS was perceived as an effective assessment
and teaching-learning tool by PG students as well as faculty.
Key words: Anaesthesiology, Direct observation of procedural skills (DOPS), explorations of
perception