| Author: year |
Country |
Participants |
Advantage |
Disadvantage |
|
Cohen SN,et al.,2009(28)
|
UK
|
138 dermatology
specialists
|
➢ Feedback or constructive criticism
➢ Supervision or observation
➢ Reassuring
➢ Good to be assessed on surgical skills
|
➢ Time-consuming to do
➢ Difficult to organize with a consultant
➢ Stressful or artificial
➢ Disagreement over correct technique
➢ Difficult to find appropriate cases
|
|
Wiles C, et
al., 2007
|
UK |
27 trainees |
➢ Observation and feedback |
-
|
|
working in an
NHS neurology
department
|
|
Bindal N, et
al., 2013(29)
|
UK
|
90 trainees and
129 assessors in
anesthetic training
program
|
➢ Useful method of assessment
|
Not helpful for training
➢ DOPS are a tick box exercise
➢ Not a proof of competency
➢ The need for training in DOPs
|
|
Wilkinson J,
et al.,
2008(30)
|
UK |
177 medical specialists Provided useful basis for feedback discussion |
➢ Method said to be valid
➢ Value of formalized assessment process
➢ Improved training as a result
|
-
|
|
Cobb K, et
al., 2013(31)
|
Netherlands |
70 final year veterinary
students
|
High motivation to learn
➢ Prompted a deeper and higher reflective approach
➢ Acceptable method for practical skills assessment
➢ More opportunity for feedback
|
Conflict between learning DOPS
assessment and competent practitioner
learning
➢ Increased stress levels
|
|
Dabhadkar
S, et al.,
2014(32)
|
India |
7 students of
Second year
postgraduate
OBGY
|
➢ Opportunity to verbal and written feedback from the as-
sessor
➢ High relevance to curriculum
➢ Acceptability
➢ DOPS can lead to better clinical management in long
run
|
-
|
|
Amini A, et
al., 2015(33)
|
Iran |
7 orthopedic residents
and 9 faculty
members
|
Opportunity for assessing clinical skills
➢ Self-assessing practical skills
➢ Pros and cons recognizing by students
➢ Students independence at the time of assessment
➢ Students become prepared for final exam
➢ More opportunity to communicate with faculty members
|
Variation between the quality of
assessment by assessor
➢ Bias by assessor
➢ Increased stress levels and confounding
situation
|
|
Akbari M
and Mahavelati
Shamsabadi
R, 2013(34)
|
Iran |
110 dentistry
students
|
➢ Students independence at the time of assessment
➢ Improved training as a result
|
Bias by assessor
➢ Stressful or artificial
|
