Abstract：ObjectiveTo explore the evaluation effect of direct observation of procedural skills （DOPS） during the teaching practice of diagnostics. MethodsIn the teaching practice of clinical diagnostic skills, the mode of "teachingtrainingDOPS evaluation-retraining （feedback-improvement）-reevaluation" was adopted to teach and evaluate 91 students (30 students from each grade of 2014, 2016, and 31 students from grade 2015) in the class of outstanding doctors in clinical medicine specialty from the Fall Semester from August to December each year from 2017 to 2019 in Medical College of Qingdao University, and the teaching effect and teachers′ and students′ satisfaction of the first, third and fifth DOPS evaluation were discussed. ResultsThe DOPS scores of operation disinfection and applying sterile towel ［（44.54±12.12）points, （65.79±13.70）points, （72.57±14.33）points］, dressing change ［（44.38±14.90）points, （54.74±11.52）points, （74.90±15.26）points］, cut up and suture ［（39.50±22.44）points, （45.17±17.01）points， （67.65±13.72）points］， thoracentesis［（37.71±12.23）points, （63.53±14.55）points, （74.18±15.02）points］, abdominocentesis ［（37.93±19.87）points, （57.77±12.71）points, （72.41±14.37）points］, lumbar puncture ［（34.52±11.93）points, （48.90±10.24）points, （71.05±15.48）points］, bone marrow puncture ［（32.20±10.75）points, （48.51±9.57）points, （68.94±14.11）points］ were gradually increased （F=72.42, 84.33, 91.31, 74.18, 79.30, 82.74, 79.36, all P＜0.01）. The proportions of students with excellent clinical operation skills were gradually increased ［12.09%（11/91）, 42.86%（39/91）, 51.65%（47/91）］ in thoracentesis (χ2=71.64， P＜0.01). However，after multiple DOPS evaluation, some students still fail to meet the requirements in terms of skill proficiency （18.68%，17/91）, strict aseptic concept （15.38%, 14/91）, doctorpatient communication （7.69%, 7/91）, humanistic care （7.69%, 7/91） and other aspects. The satisfaction scores of teachers ［（3.68±0.98）points, （5.63±1.22）points, （7.38±1.31）points］ and students ［（3.72±1.04）points, （5.74±1.21）points, （7.72±1.25）points］ on multiple DOPS evaluation increased gradually (F=140.20，116.96, all P＜0.01), but there were no differences in the satisfaction scores between teachers and students （t=0.29, 1.81, 0.94, all P＞0.05）. ConclusionAs an effective formative evaluation method, DOPS can significantly improve the teaching effect of clinical operation skills.
刘成玉 刘兆刚 周缜 王元松. 诊断教学实践中临床操作技能直接观察法评价效果分析#br#[J]. 中华诊断学电子杂志, 2021, 9(3): 155-159.
Liu Chengyu, Liu Zhaogang, Zhou Zhen, Wang Yuansong. The effect analysis of direct observation of procedural skills evaluation in diagnostic teaching practice. zhzdx, 2021, 9(3): 155-159.
