Demographics, clinical data, and intra- and post-procedural observations for the total population and for groups divided by posture are summarised in Table 1.
One hundred and twenty-nine consecutive patients with ALL, AML or MDS were admitted during 2008 2012 and screened for inclusion; 13 patients were excluded from the study due to post-procedural observation (n = 11) and observation less than 24-h due to allergic reactions (n = 2).
An outline of the procedural sequences, observations, and record evaluation required in the three-period reproduction study, the three-generation reproduction study, and the multigeneration reproduction study are presented.
Various methods are used to provide this information including mini-clinical evaluation exercise (mini-CEX), case-based discussion (CBD), direct observation of procedural skills (DOPS), procedure-based assessment (PBA), objective structured assessment of technical skills (OSATS) and multi-source feedback (MSF).
Studies which attempted to evaluate the role of feedback in WBA (multi-source feedback, direct observation of procedural skills, mini-clinical evaluation exercise, procedure based assessment, objective structured assessment of technical skills or case-based discussion) involving postgraduate doctors were included.
An observational survey describing the implementation of direct observation of procedural skills, mini-clinical evaluation exercise, and multisource feedback in a London hospital 29 provides some data on the educational impact of direct observation of procedural skills.
The following three categories are primarily assessed in a WPBA: 1. Observation of clinical activities (mini-clinical evaluation exercise / Mini-CEX; direct observation of procedural skills / DOPS), 2. Discussion of clinical cases (chart stimulated recall; case based discussion) and 3. Feedback from colleagues and patients (Multisource Feedback; 360° Feedback) [ 15].
The search terms used were "feedback", "workplace based assessment", "direct observation of procedural skills", "mini clinical evaluation exercise", "case based discussion", "multisource feedback", "procedure-based assessment," "objective structured assessment of technical skills", "training" and "medical education".
To evaluate whether using the direct observation of procedural skills (DOPS) tool improves the accuracy of students' performance for clinical skill assessment.
The student would then proceed to a second station for Direct Observation of Procedural Skills (DOPS) and would be required to perform two ultrasound scanning protocols relative to the patient's chief complaint.
