學院

醫學院

系所

職能治療學系

題名

Application of Direct Observation of Procedural Skills (DOPS) in Occupational Therapy Internship in Mental Health.

作者

Liu, Y-C., Huang, P-C., Chu, C-L., Yang, Y-K., Chen, P-S., Lin, K-C.*

期刊名稱

Journal of Taiwan Occupational Therapy Research and Practice（台灣職能治療研究與實務雜誌，非SCI/SSCI）

發表日期

2018

著作性質

原著

語文

英文

關鍵字

DOPS, Occupational therapy, Clinical fieldwork, Allied health education

摘要

Objective: The standardized clinical teaching examination currently used in occupational therapy (OT) fieldwork was developed based on medical education. Literature specifically examining its applicability in assessing teaching effectiveness in OT fieldwork is scarce. This study examined the use of Direct Observation of Procedural Skills (DOPS) in OT clinical fieldwork, and aimed to: (1) describe students’ performance in different occupational evaluations based on DOPS; (2) examine whether students’ performance on DOPS meets the requirements of internships; and (3) assess whether the score on item 11 of DOPS correlates with students’ conventional grades and their supervisor’s satisfaction level. Methods: This was a retrospective study. Data were collected at a medical center in southern Taiwan from July 2011 to October 2015. Students of OT during a psychiatric internship were evaluated based on DOPS while conducting three occupational therapy evaluations: Purdue Pegboard Dexterity Test, Chu’s Attention Test, and Allen Cognitive Level Test. Only students with pre-training, mid-term and post-training DOPS scores were included in the analysis. Statistical analyses included descriptive statistics, correlation analysis, and ANOVA. Results: Forty students (80% of all students) agreed to participate in the study; 37 students with complete DOPS scores were analyzed. Scores of majority items in DOPS improved after training, more than half of the students (51.4–83.8%) achieving the minimum requirement score (≥ 4) after training. The score of item 11 of DOPS was significantly correlated with the students’ mid-term grades for skills assessment (r = .48~.59, p < .001). Scores of item 11 post-internship were significantly higher when conducting the Purdue test and Chu’s Attention Test as compared with the scores when conducting the Allen Cognitive Level Test. Conclusions: The findings indicated that DOPS has the potential to be a practical tool for use in OT fieldwork education assessment. DOPS could be used to monitor students’ progress in the administration of OT evaluations. Fifty to eighty percent of the students achieved the minimum DOPS standard upon finishing their internship. Standardized DOPS scores were significantly correlated with the conventional mid-term grades awarded by the supervisors. The value of DOPS may vary depending on the type of clinical evaluation. Our findings may inform the appropriate use of DOPS in OT fieldwork evaluations. Further research is needed to verify the utility of DOPS in assessments for allied health interns.