Abstract

Objective: To investigate the perceptions of trainees and assessors regarding Direct Observation of Procedural Skills (DOPS) in the Obstetrics and Gynecology department.
Methodology: This prospective mixed-methods study was conducted over six months at Pakistan Railway Hospital, Rawalpindi. Twenty-two postgraduate trainees and six faculty members participated, with DOPS introduced through theoretical and practical sessions. A validated questionnaire assessed perceptions, and DOPS forms were adapted and validated for procedural checklists. Trainees underwent DOPS assessments three times per procedure, with feedback provided privately. Quantitative and qualitative data were analyzed to evaluate perceptions and effectiveness.
Result: Trainees generally viewed DOPS favorably, noting its contribution to skill enhancement, valuable feedback, and improved student-teacher relationships. Faculty members also appreciated DOPS for its comprehensive evaluation and ease of implementation, though some noted its time-consuming nature. Thematic analysis revealed DOPS's effectiveness in highlighting performance gaps and enhancing procedural skills, though challenges included variability in assessor feedback and the need for consistent planning.
Conclusion: DOPS is viewed as an effective tool for both assessment and teaching by postgraduate students and faculty. With proper training, planning, and scheduling, its implementation is feasible. Integrating DOPS into the postgraduate gynecology and obstetrics curriculum will advance competency-based training.

Key words: DOPS, perception, assessment.