Effectiveness of demonstration, observation, assistance, and performance sessions in imparting visual assessment skills to phase 3 medical students

Abstract

Introduction: Undergraduate medical teaching is undergoing major improvements with the introduction of competency-based medical education. Hence, teaching methods need a makeover as well. The introduction of demonstration, observation, assistance, and performance (DOAP) sessions can help revamp the education process. The present study aims to compare (DOAP) with the traditional teaching method (TT) for visual assessment (VA) (distant vision [DV], near vision [NV], color vision [CV], visual field [VF], menace reflex [MR], Aetcom), and know students perceptions on DOAP. Materials and Methods: Prospective cross-sectional quasi-experimental study, conducted from August 2021 to January 2022. Hundred students were posted for 4 weeks in groups of 25–30 students. Two groups were taught by traditional (TT) (n = 50) and DOAP (n = 50) methods. Two faculties used both methods to teach two groups each. Student competency was assessed by direct observation of procedural skills (DOPS). Three attempts were provided for each student. Feedback was taken from students using a short-structured questionnaire. The Chi-square test and two-tailed Fisher’s exact test were used for analysis. Traditional groups were later taught by the DOAP method again. Results: There were statistically significant differences between the two groups in the assessment. The DOAP group performed better as evidenced by the less number of DOPS attempts to be certified competent. Students in the TT group required a third chance for achieving competency in all components (Aetcom-4, DV-12, NV-2, CV-3, VF-13, and MR-1), while for the DOAP group, it was only for DV (n = 1). Defaulters were more in the T group than in Group D. There was no association between student performance with the experience of faculty and previous academic grades of students, and the finding is statistically insignificant. The student’s perception toward DOAP was positive. Fifty students (100%) found it interesting, 46 (92%) strongly agreed that it increased their skills, 40 (80%) strongly agreed that it can be adopted, and 35 (70%) felt that it was time-consuming. Conclusion: DOAP is found to be more effective and student-centric for teaching VA assessment. It is more interesting, interactive, and satisfying. It was found to be helpful irrespective of the academic quality of students or the experience of the faculties. The following core competencies are addressed in the article: Practice-based learning and Improvement, Patient care and procedural skills, Interpersonal and communication skills.