Mohamadirizi Soheila, Mardanian Farahnaz, Torabi Fatemeh
Nursing and Midwifery Care Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
Department of Obstetrics and Gynecology, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran.
J Educ Health Promot. 2020 Apr 28;9:91. doi: 10.4103/jehp.jehp_672_19. eCollection 2020.
Clinical education is one of the most important parts of medical students' education, and it is a major part of the education of qualified and professional people. Therefore, this study was conducted to determine the effect of applying Direct Observation of Procedural Skills (DOPS) on midwifery students' clinical skills.
This is a quasi-experimental, two-group study conducted as a pre- and post-study on midwifery students in 2017-2018. Cluster and randomized sampling method was used. The processors involved in this study were three main skills of vaginal examination, pelvic examination, and vaginal delivery. The DOPS method was used to assess the practical skills in the interventional group during three times the process at day, 1 day, and at least 1 week later; the usual logbook method was used in the control group. Two groups were evaluated at the end of the midwifery course by Comprehensive Final Midwifery checklist. The tools were checked for validity and reliability, and data were analyzed using descriptive and analytical statistics.
There was no statistically significant difference between the two groups in terms of important demographic variables such as age, grade, marital status, and initial assessment score ( > 0.05). The mean of final scores in the normal delivery, vaginal examination, and pelvimetry was statistically significantly higher in the interventional group ( < 0.001). On the other hand, the functional field of the students in the interventional group was statistically significantly improved in normal delivery and pelvimetry ( < 0.05), and this difference was not significant in the vaginal examination. In addition, the mean scores of students before and after the DOPS method were statistically significantly different in every skill in Comprehensive Final Midwifery checklist ( < 0/05).
The DOPS assessment methodology is not only a useful tool of clinical evaluation, but also an effective tool for clinical learning of students. For this purpose, it is suggested that educational members of midwifery take enough time to design DOPS method in the same process.
临床教育是医学生教育最重要的部分之一，也是培养合格专业人才教育的重要组成部分。因此，本研究旨在确定应用操作技能直接观察法（DOPS）对助产专业学生临床技能的影响。
这是一项准实验性的两组研究，于2017 - 2018年对助产专业学生进行前后对照研究。采用整群随机抽样法。本研究涉及的操作技能主要有阴道检查、盆腔检查和阴道分娩三项。干预组在操作过程中的三个时间点，即当天、1天后和至少1周后，采用DOPS方法评估实践技能；对照组采用常规的日志记录法。在助产课程结束时，通过助产综合期末考试清单对两组进行评估。对工具进行了效度和信度检验，并使用描述性和分析性统计方法对数据进行分析。
在年龄、年级、婚姻状况和初始评估分数等重要人口统计学变量方面，两组之间无统计学显著差异（>0.05）。干预组在正常分娩、阴道检查和骨盆测量方面的最终平均得分在统计学上显著更高（<0.001）。另一方面，干预组学生在正常分娩和骨盆测量方面的功能领域在统计学上有显著改善（<0.05），而在阴道检查方面这种差异不显著。此外，在助产综合期末考试清单中的每项技能上，DOPS方法前后学生的平均得分在统计学上有显著差异（<0.05）。
DOPS评估方法不仅是临床评估的有用工具，也是学生临床学习的有效工具。为此，建议助产教育人员在同一过程中花费足够的时间来设计DOPS方法。
