Self- and Peer Assessment in a First-Year Communication and Interviewing Course

Abstract

Peer and self-evaluation are crucial in the professional development of physicians. However, these skills must be learned, and there are barriers to their acceptance and successful utilization. To overcome these obstacles, it has been suggested that these concepts should be addressed longitudinally throughout medical education. Therefore, first-year medical students were introduced to peer and self-assessment as part of a videotape review during an interviewing course by having students complete written peer and self-assessments of the interviews. Students' self-assessments were compared with the assessments of peers and faculty. Written evaluations showed peers were more lenient than faculty and students were most critical of their own performances. Students could provide balanced assessments of their peers but were predominately negative regarding their own performances. It appears first-year students are capable of evaluating their peers but have difficulty accurately assessing their own performance. Further interventions are needed to foster self-assessment skills in first-year students.

Feedback for General Practitioners in Training: Quality, Styles, and Preferences

“…As stated earlier, guidance in efficient and effective peer feedback skills is not explicitly included in most medical curricula, despite the acknowledged need for it (e.g., Rudy et al, 2001). The Faculty of Medicine at the University of Maastricht (The Netherlands) expressed a desire to include peer feedback activities in its GP-curriculum with the goal of (1) achieving a higher involvement of GPiTs in the discussion about the criteria for constructive feedback to support competency-development in carrying out physician/patient encounters, and (2) getting more insight in the personal perceptions of GPs about several aspects of their professional development.…”

Auto-avaliação e avaliação por pares: estratégias para o desenvolvimento profissional do médico

“…No entanto, na perspectiva de capacitar médicos para desenvolvimento contínuo e atuação em equipes, há uma crescente tendência de responsabilização dos estudantes, incluindo o papel de agentes de sua própria avaliação e da avaliação de seus pares 4 . Os educadores têm buscado dados colhidos de múltiplas fontes, criando um "círculo completo" de avaliadores, que inclui professores, colegas, enfermeiros, outros profissionais e pacientes, além do pró-prio aluno [5][6][7] .…”

“…Essa habilidade de identificar valores e atitudes pessoais, reconhecendo os próprios pontos fortes e fracos, pode ser desenvolvida, aperfeiçoada e modificada pela educação, sendo considerada essencial para a manutenção e melhoria da proficiência médica, para o bom relacionamento com pacientes e colegas, e para o desenvolvimento da identidade profissional 3,5,9,10 .…”

“…A comparação entre esses dois métodos de avaliação fornece aos educadores informações úteis para o desenvolvimento e planejamento do currículo e para a revisão da metodologia adotada, além de estimular a discussão e o feedback 5,17 .…”

“…A Abim (American Board of Internal Medicine) incorporou a avaliação feita por pares no processo de recertificação de profissionais e no treinamento de futuros profissionais 5,18 . Como os docentes não estão presentes 100% do tempo, eles podem perder informações importantes a respeito do desempenho do aluno.…”