目的:職能治療臨床教學環境雖沿用醫學教育之客觀臨床教學評量，但仍缺乏文獻 具體了解其於職能治療教學成效適用性的研究。本研究選用臨床技能實作與評量 (Direct Observation of Procedural Skills, DOPS) 工具檢視實習學生執行職能治療評量能力，研 究問題包含:實習學生在 (1) 不同職能評量的 DOPS 表現? (2) 第三次 DOPS 分數是否符 合實習學生實際水準? (3) DOPS 項目 11(執行臨床技能之整體表現)是否可預測實習學 生的成績表現，並反映教師對實習學生的學習滿意度?方法:本研究採回溯性分析，納入2011 年 7 月至 2015 年 10 月期間，於南部某醫學中心精神部心理疾患職能治療實習之 50位實習學生，採計其施予三項職能治療評量(普渡手功能測驗、褚氏注意力測驗、艾倫認 知測驗)的 DOPS 分數。其中有三次完整 DOPS 評估資料者，才納入分析。結果:本研 究共取得 40 名 (80%) 實習學生同意，回溯整理 37 名具完整 DOPS 分數者的資料，並進 行統計分析。相依樣本單因子變異數分析結果顯示:實習學生在執行三種職能治療評量時， 除了艾倫認知功能測驗項目三之外，其餘項目在 DOPS 皆有顯著進步。若以「第三次之 表現是否符合實習學生水準?(達 4 級分)」檢視結果，評估普渡手功能測驗時之技能表 現，約有 59.5% 至 81.1% 達 4 級分，褚氏注意力測驗約有 64.9% 至 83.8%，艾倫認知測 驗約有 51.4% 至 75.7%。進一步分析了第三次「DOPS 項目 11」表現分別與「評估技巧 期中成績」、「教師 DOPS 滿意度」之相關性，結果顯示僅與「評估技巧期中成績」達 顯著中度相關 (r = .48~.59, p < .001)。結論:DOPS 教學工具用於評量職能治療臨床實習 效果具潛在的實用度，可用以監測實習學生在給予個案職能治療評估時，不同面向表現的 變化，如:在指導語的給予、測驗物品的操作、臨場的應變上的進步狀況。本研究初步顯 示 DOPS 能反映實習學生在職能治療評估操作上的進步;在實習完成後的操作表現，及 格率約五成到八成;標準化的 DOPS 教學評量工具與部分傳統式評量的分數達中度相關。 本研究對 DOPS 作為臨床實習教學評量提供初步證據，後續研究可進一步釐清其效度。

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 OTclinical eldwork, and aimed to: (1) describe students’ performance in different occupational evaluations based on DOPS; (2) examine whether students’ performance on DOPS meets therequirements of internships; and (3) assess whether the score on item 11 of DOPS correlateswith 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 onDOPS 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 ofthe students (51.4–83.8%) achieving the minimum requirement score (≥ 4) after training. The score of item 11 of DOPS was signi cantly correlated with the students’ mid-term grades forskills assessment (r = .48 ~ .59, p < .001). Scores of item 11 post-internship were signi cantly 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 thatDOPS has the potential to be a practical tool for use in OT eldwork 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 nishing their internship. Standardized DOPS scores were signi cantly 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 ndings may inform the appropriate use of DOPS in OT eldwork evaluations. Further research is needed to verify the utility of DOPS in assessmentsfor allied health interns.