Effect of use of direct observation of procedural skills for assessment for learning in Obstetrics and Gynaecology postgraduate students at Medical University, Bhutan: a prospective study

  • Karma Tenzin Faculty of Postgraduate Medicine, KGUMSB, Thimphu, Bhutan
  • Sonam Gyamtsho Jigme Dorji Wangchuck National Referral Hospital, Thimphu, Bhutan
  • Tshering Wangdon Jigme Dorji Wangchuck National Referral Hospital, Thimphu, Bhutan
  • Pema C. Buttia Jigme Dorji Wangchuck National Referral Hospital, Thimphu, Bhutan
  • Lalitha Chandan GS Medical College, Mumbai, India
  • Nirmala Rege GS Medical College, India



Introduction: Direct Observation of Procedural Skills (DOPS) is a valuable method to evaluate procedural skills. The aim of this study was to explore the effect of DOPS as an assessment method and its effect on their learning in Obstetrics and Gynecology Postgraduate students. Methods: Five residents and four faculty members from the department of Obstetrics and Gynecology, Khesar Gyalpo University of Medical Sciences of Bhutan participated in this study. A validated checklist was adopted, from which five core areas of DOPS were utilized for this study. The two skills selected for this study were Pap smear and Intra Uterine Contraceptive Device (IUCD) insertion. The acquired data were analyzed by descriptive statistics (frequency, percent and mean). Results: The results showed that student’s initial mean score was 4/9, which increased to nearly 8/9 in third attempt. Practically, all faculty members and students believed that DOPS was effective in facilitating students’ learning. Some of the students thought that repeated exposure to DOPS reduced their level of stress. Conclusions: It may be stated that DOPS is effective in facilitating students’ learning and clinical skills.

Keywords: Assessment; DOPS; learning; Obstetrics and Gynecology; WPBA.

Original Article