Volume 14, Issue 2 (5-2014)
Iranian Journal of Medical Education 2014, 14(2): 165-173 |
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Farajpour A, Amini M, Pishbin E, Arshadi H, Sanjarmusavi N, Yousefi J et al . Teachers’ and Students’ Satisfaction with DOPS Examination in Islamic Azad University of Mashhad, a Study in Year 2012. Iranian Journal of Medical Education 2014; 14 (2) :165-173
URL: http://ijme.mui.ac.ir/article-1-2941-en.html
URL: http://ijme.mui.ac.ir/article-1-2941-en.html
Arezou Farajpour * 
, Mitra Amini , Elham Pishbin , Hamidreza Arshadi , Naser Sanjarmusavi , Jamshid Yousefi , Mohamad Sarafrazyazdi
, Mitra Amini , Elham Pishbin , Hamidreza Arshadi , Naser Sanjarmusavi , Jamshid Yousefi , Mohamad Sarafrazyazdi
, ar.farajpour@gmail.com
Abstract: (39777 Views)
Introduction: Assessment is an essential and integral part of medicine. In addition to validity and reliability, a desirable method for student evaluation should leave a positive effect on student’s learning and be feasible and acceptable by students and teachers. Hence, this study aimed to survey students’ and teachers’ satisfaction with DOPS examination.
Methods: This experimental study used a single group post test study design in which a total of 60 medical internship students of emergency ward of 22 Bahman and Arya educational hospitals participated. After obtaining testimonial from students, in an emergency course, they were trained for one month on how the DOPS evaluation is run. The assessors (n=23) included clinical teachers and other professionals such as nurses. Expert panel selected seven basic medical skills and provided assessment checklists. Students selected two skills out of seven and performed through DOPS. A researcher-made questionnaire in Likert scale (0-3 points) was developed to investigate students’ and assessors’ viewpoints in areas of feasability, educational effects, and satisfaction that and its validity and reliability was confirmed prior to utilization. Data was analyzed using students’ one-sample and paired samples t test.
Results: From students’ viewpoint, feasibility, educational effects, and satisfaction rates were significantly higher than 50 (average expected grade). Meanwhile, educational and learning effects showed the highest points (78±14.8) among them. From the assessors’ viewpoint also, satisfaction in the mentioned areas was significantly higher than fifty. Satisfaction with examination showed highest score (76.7±11.6) among all domains.
Conclusion: According to the compliance of DOPS method with the performance objectives of medical curriculum and students’ and assessors’ viewpoints regarding its acceptability, feasibility, and educational impact in the existing clinical centers, as well as their satisfaction with this method, it is recommended to assess senior medical students’ clinical performance using this method.
Keywords: DOPS, satisfaction, feasibility, educational effect, performance evaluation, medical student.
Type of Study: Original research article |
Subject:
Clinical Skills Evaluation
Received: 2013/10/9 | Accepted: 2014/03/9 | Published: 2014/05/4 | ePublished: 2014/05/4
Received: 2013/10/9 | Accepted: 2014/03/9 | Published: 2014/05/4 | ePublished: 2014/05/4
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