IMPACT OF STRUCTURED DOAP METHOD ON SKILL RETENTION AND CONFIDENCE IN IV CANNULATION AMONG PHASE II MBBS STUDENTS.

Background: Traditional teaching often fails to ensure consistent clinical competency among Indian Medical Graduates. IV cannulation, a key skill, shows variable performance in Phase II MBBS students. The DOAP method provides a structured, competency-based approach to improve clinical skill training. Objective: To evaluate the impact of the structured DOAP method on skill retention and confidence in IV cannulation among Phase II MBBS students, and to gather perceptions from both students and faculty regarding its effectiveness. Methods: An observational study was conducted from Jan to June 2023 at SN Medical College, Agra, with 60 Phase II MBBS students. They were randomly divided into Group A (DOAP method) and Group B (conventional teaching). Skill performance was assessed via OSCE and confidence using a 5-point Likert scale at baseline, post-training, and after 4 weeks. Student and faculty feedback was also collected. Results: Group A showed significant improvement in OSCE scores post-intervention (Pre-DOAP: 11.74 ± 1.55, Post DOAP-I: 16.39 ± 2.70, Post DOAP-II: 18.50 ± 1.87; p < 0.001). Self-reported confidence also improved markedly. Students appreciated the hands-on, stepwise structure, while faculty noted increased student engagement and better skill retention. Challenges included time constraints and the need for more facilitators and resources. Conclusion: The structured DOAP method significantly enhances both skill retention and self-confidence in IV cannulation among Phase II MBBS students compared to traditional teaching. Its stepwise, interactive approach makes it an effective tool for procedural skill training in undergraduate medical education.