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ORIGINAL ARTICLE
Year : 2020  |  Volume : 11  |  Issue : 4  |  Page : 185-189

Assessment of suitability of direct observation of procedural skills among postgraduate students and faculty in periodontology and implantology


Department of Periodontology and Implantology, VSPM Dental College and Research Centre, Nagpur, Maharashtra, India

Correspondence Address:
Dr. Surekha Rathod
Department of Periodontics and Implantology, VSPM Dental College and Research Centre, Digdoh Hills, Hingna Road, Nagpur - 440 019, Maharashtra
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/srmjrds.srmjrds_56_20

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Purpose: Direct observation of procedural skills (DOPS) is widely used on the basis of workplace-based assessments, which consist of direct observation and feedback. The DOPS covers all related professional qualities including knowledge, clinical perception, communication skills, ethics, the rights of patients, and the speed and accuracy of the task. However, the use of DOPS in dental treatment, especially in the field of periodontics is limited. Objective: The aim of the study was to find the utility of DOPS as assessment tool for the periodontal procedure. Methodology: The departmental faculty and postgraduate (PG) students were sensitized to the DOPS concept. A total of 12 PG students performed the periodontal procedure and were assessed on the basis of the DOPS rating scale for the 4 encounters each. The student's clinical skills were assessed by faculty members and then both students and faculty members were asked to give feedback for the procedure and overall experience. Results: Faculty and students both were comfortable in giving the feedback. Improvements in the knowledge of different clinical skills like relevant anatomy, technique of procedure were observed from 1st encounter to 4th encounter from 70% to 73.33%. Taking informed consent was improved from 53.33% to 90% from 1st encounter to 4th. Moreover, it helped the student to develop and improve their clinical skills, patient examination, and decision-making and treatment. Conclusion: The present study finding shows that faculty and students both were comfortable in giving the feedback and it helped the student to develop and improve their clinical skills. Our experience indicates that DOPS is an appropriate and functional tool in PG setup to enhance the clinical competencies.


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