Investigating the Impact of the Direct Observation of Procedural Skills Assessment on the Learning and Satisfaction of the Operating Room Students of Neyshabur University of Medical Sciences, Iran, in 2022

Abstract

Background: The assessment of learners is a fundamental element in medical science curricula. The Direct Observation of Procedural Skills (DOPS) exam is a valuable way to assess clinical skills. The present study aimed to assess the clinical skills of operating room students of Neyshabur University of Medical Sciences, Iran, using the DOPS exam, and determine the effect of the exam on the learning and satisfaction of the learners. Materials and Methods: The current study was a semi‑experimental study that used a single‑group posttest study design. The statistical sample included 30 operating room students. The 5 skills were selected for assessment and the assessment checklist was designed by the researcher and approved by the expert panel. Moreover, 3 researcher‑made questionnaires were used to examine the students’ skills and opinions regarding facilitating learning and their satisfaction with the DOPS examination. Mann‑Whitney, Kruskal‑Wallis, and Wilcoxon tests were used to analyze the data. Results: The results showed that there was a significant difference between the scores of the students in the first and second examinations (z = ‑4.243, p < 0.001), and the students› scores increased significantly on the second examination. The learners were satisfied with the way the DOPS exam was conducted, and their satisfaction score of this exam was 90.7 out of 120. Furthermore, students agreed that this exam affected learning facilitation. Their score on the effectiveness of this exam was 93.9/120. Conclusions: Although the DOPS examination is one of the clinical assessment methods for learners, it can be used as an instructional tool in the learning process.