Adaptation of Direct Observation of Procedural Skills (DOPS) for assessments in podiatry

Moore, KM; Vaughan, B; Butterworth, P

Adaptation of Direct Observation of Procedural Skills (DOPS) for assessments in podiatry

Moore, KM Vaughan, B

Butterworth, P

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Publisher:: Anzame
Publication Type:: Journal Article
Citation:: Focus on Health Professional Education, 2018, 19, (1), pp. 65-73
Issue Date:: 2018-03-21

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Field	Value	Language
dc.contributor.author	Moore, KM
dc.contributor.author	Vaughan, B https://orcid.org/0000-0002-8623-4558
dc.contributor.author	Butterworth, P
dc.date.accessioned	2022-09-13T22:18:47Z
dc.date.available	2022-09-13T22:18:47Z
dc.date.issued	2018-03-21
dc.identifier.citation	Focus on Health Professional Education, 2018, 19, (1), pp. 65-73
dc.identifier.issn	1442-1100
dc.identifier.issn	2204-7662
dc.identifier.uri	http://hdl.handle.net/10453/161795
dc.description.abstract	The Direct Observation of Procedural Skills (DOPS) is a workplace-based assessment tool widely used in medicine to assess a learner's ability to execute a technical skill. The aim of this paper is to report on the development phase of the adaptation of the DOPS for the assessment of podiatry learners' procedural skills. Podiatry learners are required to practise and demonstrate a variety of procedural skills in the management of foot complaints. Such skills include the use of scalpel blades, needles and local anaesthetic applied to a variety of disorders. The DOPS provides an avenue by which a learner's procedural skills can be assessed and timely feedback provided in the workplace or in simulated environments. The DOPS was initially adapted for podiatry by a faculty team consisting of a podiatry educator, a clinical education specialist and a clinical educator from another allied health discipline. The first iteration was circulated among podiatry faculty at three other Australian universities. The second iteration was reviewed by clinical supervisors from Southern Cross University (SCU). The third iteration was administered by two clinical supervisors at SCU working with 12 learners during real-time clinical events. Eleven learners used DOPS to assess their peers during five real-time and six simulated learning events. A new tool, the Direct Observation of Procedural Skills in Podiatry (DOPS-P) has emerged from this process. Face and construct validity have been confirmed, and faculty and students consider DOPS-P contributes to learning. Further research is necessary to confirm the validity and reliability of the DOPS-P to support assessment decisions about students' achievement of podiatry competencies. [Author abstract]
dc.language	en
dc.publisher	Anzame
dc.relation.ispartof	Focus on Health Professional Education
dc.relation.isbasedon	10.11157/fohpe.v19i1.198
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1199 Other Medical and Health Sciences, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
dc.title	Adaptation of Direct Observation of Procedural Skills (DOPS) for assessments in podiatry
dc.type	Journal Article
utslib.citation.volume	19
utslib.for	1199 Other Medical and Health Sciences
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Public Health
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2022-09-13T22:18:46Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	19
utslib.citation.issue	1

Abstract:

The Direct Observation of Procedural Skills (DOPS) is a workplace-based assessment tool widely used in medicine to assess a learner's ability to execute a technical skill. The aim of this paper is to report on the development phase of the adaptation of the DOPS for the assessment of podiatry learners' procedural skills. Podiatry learners are required to practise and demonstrate a variety of procedural skills in the management of foot complaints. Such skills include the use of scalpel blades, needles and local anaesthetic applied to a variety of disorders. The DOPS provides an avenue by which a learner's procedural skills can be assessed and timely feedback provided in the workplace or in simulated environments. The DOPS was initially adapted for podiatry by a faculty team consisting of a podiatry educator, a clinical education specialist and a clinical educator from another allied health discipline. The first iteration was circulated among podiatry faculty at three other Australian universities. The second iteration was reviewed by clinical supervisors from Southern Cross University (SCU). The third iteration was administered by two clinical supervisors at SCU working with 12 learners during real-time clinical events. Eleven learners used DOPS to assess their peers during five real-time and six simulated learning events. A new tool, the Direct Observation of Procedural Skills in Podiatry (DOPS-P) has emerged from this process. Face and construct validity have been confirmed, and faculty and students consider DOPS-P contributes to learning. Further research is necessary to confirm the validity and reliability of the DOPS-P to support assessment decisions about students' achievement of podiatry competencies. [Author abstract]

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http://hdl.handle.net/10453/161795