Effect of Feedback on Direct Observation of Procedural Skills in Estimation of RBC Count among First Year Medical Students
DOI:
https://doi.org/10.37506/ijop.v8i2.1260Keywords:
DOPS, RBC estimation, Feedback, Hematology practical.Abstract
Background: Formative evaluation has been effective in promoting active learning and a better future
performance in students after immediate personalized feedback.
Aim and Objectives: To analyze the effect of “Direct observation of procedural skills” (DOPS) assessment
and immediate feedback for first year MBBS students in estimation of RBC Count.
Methodology: The study was done on first year MBBS students (n=120) during the Physiology practical
class. Checklist for estimation of RBC count (15 steps) was prepared by six faculty members. The formative
practical test was divided into two practical sessions. During the first session, each faculty observed 4
students performing RBC estimation one by one (DOPS) and the details were recorded in the checklist.
Similarly in five practical classes 120 participants were evaluated and immediate feedback was given to
them for two minutes. In the second session the same procedure was followed and results were compared.
Students perception about the assessment process (DOPS) was documented by feedback questionnaire as
per Likert scale.
Results: The mean practical marks of the participants before feedback was 8.32 ± 2.25 and after feedback
was 10.18 ± 1.81 (P<0.05). 92% of the study participants felt DOPS in RBC estimation was useful to them
Conclusion: DOPS assessments worked well in the student’s practical laboratory setting by serving as an
effective educational tool. Immediate personalized feedback to the students has resulted in reasonable skill
development both subjectively and objectively.
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