在妇产科研究生评估中使用直接观察操作技能进行形成性评估的效果：前瞻性研究。
Effect of formative evaluation using direct observation of procedural skills in assessment of postgraduate students of obstetrics and gynecology: Prospective study.
作者信息
Kumar Naina, Singh Namit Kant, Rudra Samar, Pathak Swanand
机构信息
Department of Obstetrics and Gynecology, Maharishi Markandeshwar Institute of Medical Sciences and Research, Mullana, Ambala, Haryana, India.
Department of Otolaringology, Maharishi Markandeshwar Institute of Medical Sciences and Research, Mullana, Ambala, Haryana, India.
出版信息
J Adv Med Educ Prof. 2017 Jan;5(1):1-5.
INTRODUCTION
Direct Observation of Procedural Skills (DOPS) is a way of evaluating procedural skills through observation in the workplace. The purpose of this study was to assess the role of DOPS in teaching and assessment of postgraduate students and to know the effect of repeated DOPS on improvement of the skills and confidence of the students.
METHODS
In both phases, significant difference was observed between the two groups on first DOPS comparison (1st phase: p=0.000; 2nd phase: p=0.002), with simulation group performing better. Comparison of sixth DOPS in the two groups revealed no difference in both phases, but significant difference on first and sixth DOPS comparison in each group (p=0.000).
RESULTS
Repeated DOPS results in improved skills and confidence of students in managing real life obstetric emergencies irrespective of the teaching modality.
CONCLUSION
Repeated DOPS results in improved skills and confidence of students in managing real life obstetric emergencies irrespective of the teaching modality.
引言
直接观察操作技能（DOPS）是一种通过在工作场所进行观察来评估操作技能的方法。本研究的目的是评估DOPS在研究生教学和评估中的作用，并了解重复进行DOPS对提高学生技能和信心的影响。
方法
在两个阶段中，首次DOPS比较时两组之间均观察到显著差异（第一阶段：p = 0.000；第二阶段：p = 0.002），模拟组表现更好。两组第六次DOPS的比较显示在两个阶段均无差异，但每组第一次和第六次DOPS比较存在显著差异（p = 0.000）。
结果
无论教学方式如何，重复进行DOPS均可提高学生处理实际产科急症的技能和信心。
结论
无论教学方式如何，重复进行DOPS均可提高学生处理实际产科急症的技能和信心。
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