Self-evaluation in undergraduate medical education

Arnold, Louise; Willoughby, T. Lee; Calkins, E V

doi:10.1097/00001888-198501000-00004

Cited by 92 publications

(110 citation statements)

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“…Arnold et al found that the correlation of selfassessment to external evaluation decreased over time, 25 while Fitzgerald et al showed self-assessment to be a stable characteristic that was less accurate in a new environment (eg, from classroom to clinical setting), where performance was poorer in comparison with a familiar activity. 26 This may be relevant to our research because students had limited experience with the task of counseling in their first year.…”

Section: Discussionmentioning

confidence: 99%

First-year Pharmacy Students' Self-Assessment of Communication Skills and the Impact of Video Review

Mort

Hansen

2010

American Journal of Pharmaceutical Education

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Objectives. To determine the ability of first-year students to self-assess communication skills and measure the impact of video review on students' self-assessment. Design. Students participated in a digital video-recorded, counseling-simulation exercise and completed self-assessment before and after viewing their video. A faculty member evaluated the students using the same counseling assessment tool. Assessment. Correlation between the students' self-assessment scores and the faculty member's scores were poor (pre-video: r 5 0.38, post-video: r 5 0.46). The largest portion of the students overestimated their skills in comparison to the faculty member's evaluations (47.1% pre-video and 67.9% postvideo). Those in the lowest quartile overestimated their skills, while those in the upper quartile underestimated their skills (pre-video). Video review brought about an increase in the self-assessment scores for nearly two-thirds (62.1%) of the students. Conclusion. First-year pharmacy students had difficulty self-assessing, and video review increased their perception of skill achievement. A curriculum should include opportunities for students to develop self-assessment skills early in the program, and this should be reinforced throughout the curriculum.

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Section: Discussionmentioning

confidence: 99%

First-year Pharmacy Students' Self-Assessment of Communication Skills and the Impact of Video Review

Mort

Hansen

2010

American Journal of Pharmaceutical Education

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“…A possible reason for the absence of consistent improvement in the initial survey item ratings is progressive underestimation by students of their abilities over time. Some studies have shown that medical students tend to underestimate or produce more conservative self-assessments of knowledge or performance when assessments are repeated over time, 16,17 with this phenomenon being more pronounced among higher achievers. 17 However, since all selfassessments ratings improved significantly from the first day to the last day of the drug information APPE, and no significant differences were observed in the end ratings based upon when the drug information APPE was completed, this explanation is unlikely.…”

Section: Discussionmentioning

confidence: 99%

“…7,8,[10][11][12][13][14]16,17 There are several reasons for the unpredictable findings from self-assessment studies, including variability in their methods. The 3 primary methodological approaches used in studies of self-ratings involve analyzing the correlations between self-assessment scores and an external measure, determining the proportion of self-ratings that correspond to expert ratings, and comparing the actual values, such as mean scores, between self-ratings and an external measure.…”

Section: Discussionmentioning

confidence: 99%

Self-assessment Tool for Drug Information Advanced Pharmacy Practice Experience

Abate¹,

Blommel²

2007

Am J Pharm Educ

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Objective. To describe the use of student self-assessments as a measure of the effectiveness of a drug information advanced pharmacy practice experience (APPE) and to determine whether other APPEs reinforced information-related skills. Design. Students taking a drug information APPE completed a self-assessment survey instrument focusing on key information-related skills on the first day and again on the last day of that APPE. Findings were used to determine the effect of this and other APPEs on perceived information skills. Student ratings were compared with faculty ratings for items with similar wording. Assessment. Student self-ratings improved after completing the drug information APPE. Other APPEs, gender, and course grade did not significantly impact student perceptions of their information-related knowledge and skills. Student and faculty ratings were similar, although individual variability occurred. Conclusion. Student self-assessments, along with other direct and indirect data, can provide useful information needed to assess and change aspects of the experiential program and curriculum.

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“…Enfin, notre étude s'est limitée à apprécier le contenu des autoévaluations des étudiants. La régulation qui devrait en découler dans la pratique professionnelle [24,25] n'a pas été étudiée dans cette étude.…”

Section: Discussionunclassified

Étude des autoévaluations des étudiants en soins infirmiers au décours d’expériences cliniques

Grevellec

2014

Pédagogie Médicale

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RECHERCHE ET PERSPECTIVESAbstract -Context: Nursing education requires implementing self-assessment procedures that actively involve students in their learning process. In this context, educational interviews implemented in nursing schools in France, provide many opportunities for teachers to probe students on their learning experiences. Aim: This qualitative and exploratory pilot study is designed to describe and examine the self-assessment content produced by nursing students following two types of interviews: elicitation interviews and conventional interviews. Method: Eleven students volunteered to take part in the self-assessment of the care they provided during clinical internships. Two self-assessments were asked from each student: one after a conventional interview and another after a elicitation interview. The 22 self-assessments were then analyzed. Results: Students are generally able to clearly and confidently assess themselves relying on a range of arguments to justify their evaluative judgment. The arguments are based on internal and external factors and vary depending on the type of interview conducted beforehand (elicitation interview or conventional interview). They show how reflective practice and self-assessment are linked. Conclusion: The evaluative judgment and the arguments used by the students in reflective practice vary in nature. The role of teachers is essential in helping students express their views. As a result teachers will be in a position to adapt their support.

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Self-evaluation in undergraduate medical education

Cited by 92 publications

References 0 publications

First-year Pharmacy Students' Self-Assessment of Communication Skills and the Impact of Video Review

First-year Pharmacy Students' Self-Assessment of Communication Skills and the Impact of Video Review

Self-assessment Tool for Drug Information Advanced Pharmacy Practice Experience

Étude des autoévaluations des étudiants en soins infirmiers au décours d’expériences cliniques

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