Self-assessment differences between genders in a low-stakes objective structured clinical examination (OSCE)

Madrazo, Lorenzo; Lee, Claire B.; McConnell, Meghan; Khamisa, Karima

doi:10.1186/s13104-018-3494-3

Cited by 42 publications

(40 citation statements)

References 10 publications

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“…10 This was especially true of women. 14 It has also been shown that the more the time spent in learning and practicing a skill, the higher one's self-confidence about those skills (point C), regardless of objective improvement. For example, residents' competence across milestones increases with years of training.…”

Section: Applicability To Residency Trainingmentioning

confidence: 99%

Medical Trainees and the Dunning–Kruger Effect: When They Don’t Know What They Don’t Know

Rahmani

2020

Journal of Graduate Medical Education

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wrote a seminal article titled ''Unskilled and Unaware of It: How Difficulties in Recognizing One's Own Incompetence Lead to Inflated Self-Assessments.'' 1 They described 4 experiments in which they asked college students to estimate their performance on tests involving humor, grammar, and logic. They were struck by the finding that students who performed poorly often grossly overestimated their performance. They also noticed that students who objectively performed well often subjectively underestimated their performance. This phenomenon is commonly known as the Dunning-Kruger Curve or the Dunning-Kruger Effect. It attempts to explain why people experience a blind spot when gauging their competence. Dunning and Kruger suggested that People hold overly favorable views of their abilities in many social and intellectual domains. .. this overestimation occurs, in part, because people who are unskilled in these domains suffer a dual burden: Not only do these people reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the metacognitive ability to realize it. 1

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Section: Applicability To Residency Trainingmentioning

confidence: 99%

Medical Trainees and the Dunning–Kruger Effect: When They Don’t Know What They Don’t Know

Rahmani

2020

Journal of Graduate Medical Education

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“…Prior objectives for medical educators based on this earlier research were to focus on issues regarding female student’s confidence and perceptions 7. More recently, Madrazo (et al) found that females underestimated their performance in clinical exams 12. More specific gender differences have been illustrated with regard to the interaction of anxiety (higher anxiety improved accuracy of self-assessment for females but not in males) 13.…”

Section: Discussionmentioning

confidence: 99%

<p>Differences in medical student self-evaluations of clinical and professional skills</p>

Spoto-Cannons¹,

Isom²,

Feldman³

et al. 2019

AMEP

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BackgroundThe skill of self-assessment is critical to medical students. We sought to determine whether there were differences between student self-assessments and their faculty assessments and if they were modified by gender. Additionally, we sought to determine the differences in these assessments between students in a traditional (core) versus an enhanced (SELECT) medical school curriculum.MethodsIn this retrospective study, mid-term and final assessment and feedback forms from the first-year Doctoring 1 course were analyzed from three academic years: 2014–2015 through 2016–2017. Data were abstracted from the forms and de-identified for analysis. Class year, student gender, and class type were also abstracted from this “on the shelf” data from program assessment. The level of agreement between faculty and student assessments was investigated using Wilcoxon signed ranks test. The gender differences (male versus female students) between student assessments and their assessment by their faculty were investigated by using the Kruskal Wallis test.ResultsFive hundred and thirty-five student self-assessments were analyzed. Fifty-six percent (301/535) were male while 44% (234/535) were female. Faculty assessments (P-value <0.001) were higher than students and this was not modified by student gender. Compared to the domain of “participation” in the core program, there was no difference between the student/faculty ratings based on student gender (P-value: 0.48); there was a difference in the SELECT program cohort (P-value: 0.02). Specifically, the female students appear to rate themselves lower (female student: mean/standard deviation: 2.07/0.52) compared to their faculty (faculty: mean/standard deviation: 2.42/0.55).ConclusionFaculty consistently assessed the students at a higher rating than the students rated themselves. The level of difference between student self-assessments and their assessment by their faculty was not modified by student gender. With the minor exception of “participation,” there was no difference between students in the two different doctoring class curriculums.

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“…Moreover, research indicates the accuracy of selfassessment of clinical performance is affected by such factors as gender, task familiarity, and years in medical study [10][11][12]. On the other hand, some studies have shown medical students can act as effective peer exam-iners [8,[13][14][15][16][17] and that student-led OSCEs constitute a sustainable cost-effective approach [15].…”

Section: Introductionmentioning

confidence: 99%

The efficacy of peer assessment in objective structured clinical examinations for formative feedback: a preliminary study

Kim

2020

Korean J Med Educ

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Purpose:We sought to determine the impact of medical students' prior experience of assessing peers in the objective structured clinical examination (OSCE) on their clinical performance. Methods: Forty-two year 4 medical students participated in an OSCE comprised of three 10-minute stations (syncope, hemoptysis, and back pain). Each student took part in two iterations of the three-station OSCE as either the examiner or examinee, and student performance was assessed using a checklist by a medical faculty member and a student simultaneously. Students were randomly assigned to two groups and their OSCE scores were compared. Students in the control group were tested at a station first and then participated at the same station as a peer examiner, and those in the intervention group participated as a peer examiner first and then as an examinee. Moreover, student OSCE scores rated by peer examiners were compared with those awarded by faculty to evaluate the accuracy of peer assessment. Following the test, students completed surveys on their perceptions of the usefulness of this formative OSCE. Results: Student overall OSCE scores did not differ between groups. Students in the study group performed better at the hemoptysis station (p<0.001), but poorer at the syncope station (p<0.01). Student performances at the back-pain station were similar in these two groups (p=0.48). OSCE scores rated by faculty and peer examiners were moderately negatively associated at the hemoptysis station (p<0.05), but no such association was observed at the other two stations. This trend was similar in peer examiners who were high-achievers and low-achievers in OSCEs. Students showed positive perceptions of their experience with this OSCE. Conclusion: Student experience as peer assessor offers a feasible means of providing them greater access to OSCEs without consuming more resources, although its impact on enhancing performance in the OSCE is likely to differ across stations.

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Self-assessment differences between genders in a low-stakes objective structured clinical examination (OSCE)

Cited by 42 publications

References 10 publications

Medical Trainees and the Dunning–Kruger Effect: When They Don’t Know What They Don’t Know

Medical Trainees and the Dunning–Kruger Effect: When They Don’t Know What They Don’t Know

<p>Differences in medical student self-evaluations of clinical and professional skills</p>

The efficacy of peer assessment in objective structured clinical examinations for formative feedback: a preliminary study

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