Kara Cüneyt Orhan, Mengi Erdem, Tümkaya Funda, Topuz Bülent, Ardıç Fazıl Necdet
Department of Otorhinolaryngology, Pamukkale University School of Medicine, Denizli, Turkey.
Turk Arch Otorhinolaryngol. 2018 Mar;56(1):7-14. doi: 10.5152/tao.2018.3065. Epub 2018 Mar 1.
To assess the experience on using direct observation of procedural skills (DOPS) by trainees and trainers and to evaluate its use during the training process of Otorhinolaryngology (ORL) residency.
This study was designed as a prospective educational research. For the quantitative assessment, the "construct validity" of the assessment tool was examined. For the qualitative assessment, the trainees and trainers' experiences regarding the use of DOPS in training process were investigated.
A total of 55 DOPS assessment forms were filled during the study. The mean observation time was 7.14±4.83 (range: 1-20) minutes, and the mean feedback time was 2.11±2.01 (range: 0.5-10) minutes. A significant difference was detected between the first year trainees and the older ones, whereas no significant difference was observed between the third, fourth, and fifth year trainees. A statistically significant, positive correlation was found between the years of education and the average score. According to the results of the qualitative assessment, the trainees stated that they realized their technical inadequacy in some procedures and it helped them to improve their skills during their residency training. The trainers confirmed that they gave feedback after each assessment. Both the trainers and trainees suggested that specific guidelines should be prepared for every procedure.
DOPS is a useful, valid, and fair tool for assessing Otorhinolaryngology trainees. The data obtained from the DOPS forms can be used for demonstrating the success of a training clinic and to evaluate the training program.
评估学员和培训师使用直接观察操作技能（DOPS）的体验，并评估其在耳鼻咽喉科（ORL）住院医师培训过程中的应用。
本研究设计为一项前瞻性教育研究。对于定量评估，检验了评估工具的“结构效度”。对于定性评估，调查了学员和培训师在培训过程中使用DOPS的体验。
研究期间共填写了55份DOPS评估表。平均观察时间为7.14±4.83（范围：1 - 20）分钟，平均反馈时间为2.11±2.01（范围：0.5 - 10）分钟。第一年学员与年长学员之间存在显著差异，而第三、四、五年学员之间未观察到显著差异。教育年限与平均得分之间存在统计学上显著的正相关。根据定性评估结果，学员表示他们意识到自己在某些操作中的技术不足，这有助于他们在住院医师培训期间提高技能。培训师证实他们在每次评估后都给予了反馈。培训师和学员都建议应为每个操作制定具体指南。
DOPS是评估耳鼻咽喉科培训学员的一种有用、有效且公平的工具。从DOPS表格获得的数据可用于展示培训诊所的成功情况并评估培训项目。
