Table 4.

Themes identified from student responses to open-ended questions

DOPS improves learning

I was motivated to make a mental check-list of all the steps.

It was useful as all steps were observed and detailed feedback was given.

I could recollect all steps involved in the procedure.

DOPS gave an overall picture of the procedure.

DOPS helps in PG training.

More effective than the traditional method.

Observations made us more careful and alert.

DOPS provides a focus for learning

DOPS helped to identify my strengths and weaknesses.

DOPS makes us aware of our mistakes and deficiencies are pointed out.

Corrective measures were suggested.

Constructive feedback was provided.

Systematic and timely feedback was helpful.

Student-friendly atmosphere and interactive nature of feedback is helpful.

I was given an opportunity to put forth my views.

Assessment was done in a calm student-friendly environment.

During feedback my plan for improvement was discussed.

DOPS prepares PG students for professional practice.

It helped me understand how to work under pressure.

DOPS improved confidence level.

It helped in being more responsible towards patient care.

DOPS gives an overall picture of the procedure

DOPS may not correctly reflect the ability to perform.

Performance depends on the mental state of the student on that

particular day.

I became conscious and had exam fear as I was being assessed.

As I was not oriented to DOPS I could not perform well.

Assessor variability is a limitation of DOPS.

Performance depends on the mental state of the student on that particular day.

I became conscious and had exam fear as I was being assessed.

As I was not oriented to DOPS I could not perform well.

DOPS requires planning and scheduling

Different teachers may stress on different points.

Observer variability exists, same assessor should follow up the future assessments for the same procedure