Objective

2

To explore the application effect of modified direct observation of procedural skills (DOPS) as a formative assessment tool in clinical skills training of professional graduate students.

Methods

2

A total of 130 professional graduate students of Batch 2019 were selected as the experimental group

and 127 graduate students of Batch 2018 were selected as the control group. Two groups of students received clinical general skills training after enrollment

the control group adopted the traditional skills teaching method

and the experimental group added DOPS as formative assessment on the basis of traditional teaching. The teaching effect of DOPS was evaluated by means of scores analysis and student self-assessment. SPSS 23.0 was used for

t

-test.

Results

2

The score of the experimental group (84.35±3.41) was higher than that of the control group (77.58±2.68)

which showed a statistically significant difference (

t

=2.63

P

<

0.05). The scores of "skill operation ability" and "communication ability" were the lowest single indexes in the assessment of DOPS. The results of self-assessment showed that the scores of autonomous learning ability

clinical thinking ability

clinical practice ability and professional accomplishment of students in the experimental group were all higher than those in the control group (

P

<

0.05).

Conclusion

2

Modified DOPS is helpful to improve clinical core ability

which is worth promoting for application.