Implementation of DOPS (Direct Observation of Procedural Skills) as formative assessment tool to enhance procedural skills in anesthesia postgraduate students

Background: Good procedural skill is the basic requirement of being an anesthetist. Formative assessment of procedural skill (workplace-based assessment (WPBA) can significantly enhance skill attainment in postgraduate students. Aim: Implementation of DOPS as a formative assessment tool to enhance the procedural skills of postgraduate (PG) students of anesthesia. Objective: 1. To assess the effect of DOPS as a formative assessment tool on procedural skills of PG students of anesthesia 2. To evaluate the perception of faculty and students about DOPS as a formative assessment tool. Methodology: After obtaining informed consent, anesthesia PG students were assessed for procedural skills by DOPS using a validated checklist for that particular skill, and structured feedback was provided by the assessor immediately after the procedure. After 1 month, a second DOPS assessment was done using the same checklist, and the scores of both DOPS were compared and analyzed. After the second DOPS feedback from the students and faculty involved in the study was taken with a preformed questionnaire on a 5-point Likert scale. Results: = 0.001). The majority of the students (73.8%) agreed that DOPS helps improve their skills. The majority of students and faculty are in favor of incorporating DOPS in the PG curriculum. Conclusion: DOPS is a great tool for WPBA. It is not only a tool for the assessment, but it also helps in improving skills, and works as a teaching learning method.