# Effectiveness of Demonstration-Observation-Assistance-Performance (DOAP) Versus Video-Assisted Learning (VAL) for Obstetric Examination Skills Among Phase 3 Bachelor of Medicine and Bachelor of Surgery (MBBS) Students

## TL;DR

This study compares two teaching methods for obstetric exams and finds that DOAP improves student performance and confidence more than VAL.

## Contribution

The study provides a direct comparison of DOAP and VAL for teaching obstetric skills to medical students.

## Key findings

- DOAP students scored higher on average than VAL students in both assessments.
- DOAP showed better skill retention over time compared to VAL.
- Students found DOAP more effective, engaging, and confidence-boosting than VAL.

## Abstract

Background: Bedside teaching is vital for cultivating essential antenatal exam skills that many graduates lack despite their theoretical knowledge. Methods like video-assisted learning (VAL) and demonstration-observation-assistance-performance (DOAP) bring a visual, interactive edge to skill acquisition, though studies show mixed results on which method is superior. This study compares the effectiveness of VAL versus DOAP and students' perceptions of teaching obstetric examination skills to phase 3 part 2 Bachelor of Medicine and Bachelor of Surgery (MBBS) students.

Materials and methods: This prospective interventional study was conducted among 60 phase 3 part 2 MBBS students in the department of obstetrics and gynecology. Students were assigned to DOAP or VAL groups by systematic sampling (alternate roll numbers), with a crossover after three sessions covering six obstetric examination competencies. Assessment was done on the next day (day one) and on day 15 following each session using an objective structured clinical examination (OSCE) checklist. An unpaired t‑test compared VAL versus DOAP at both assessments; paired t‑tests evaluated skill retention by comparing day one and day 15 scores within each method.

Results: Total score analysis shows that students in DOAP had higher mean scores of 24.40 ± 2.98 and 21.80 ± 2.25 than those in VAL, 21.37 ± 3.52 and 18.93 ± 2.92, for the first and second assessments, respectively. The findings of our study assessing retention in the second assessment showed that DOAP generally resulted in higher mean scores across all sessions than VAL. DOAP is perceived as more satisfying, effective, confidence-boosting, recommendable, and engaging.

Conclusions: While both DOAP and VAL are effective for teaching obstetric examination skills, the DOAP method may offer additional benefits in terms of skill performance and student confidence. In contrast, while VAL offers the advantages of flexibility and visual reinforcement, it may not fully replicate the interactive and practical experiences provided by DOAP. We should consider combining both methods to maximize learning outcomes for phase 3 MBBS students.