Directly Observed Procedural Skill (DOPS) assessment of clinical examination skills in cattle: student perceptions

摘要

Veterinary students at the University of Bristol learn to perform a clinical examination of cattle through practical classes in years 3 and 4, cases experienced during clinical rotations and extra-mural studies (EMS), with supporting resources such asan online video. Part of the assessment for final year students is a series of Directly Observed Procedural Skills (DOPS), these allow valid assessment of key practical skills, feasible in the clinical environment. Focus groups were used to explore students' perceptions of DOPS for assessing their ability to perform a clinical examination of a cow and the impact on their learning of this Royal College of Veterinary Surgeons (RCVS) day one competency. The results of thematic analysis identified three key areas: the students' experience of prior learning; their experiences of the DOPS assessment; and the perceived impact of the DOPS assessment on their learning, Students perceived DOPS assessments to be beneficial to their learning of this skill; building on their experiences during EMS. Consideration of student perceptions may be useful in guiding those providing experience in the field as well as those using these assessments in veterinary education.