The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10

Colthart, Iain; Bagnall, Gellisse; Evans, Alison; Allbutt, Helen; Haig, Alex; Illing, Jan; McKinstry, Brian

doi:10.1080/01421590701881699

Cited by 301 publications

(298 citation statements)

References 80 publications

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“…Kunnskap om at slike undersøkelser eller vurderinger er innenfor en leges kompetanseområde, kan ha medført lavere vurdering av egen kompetanse. Flere forskere har antydet at når respondenter måler sin kompetanse opp mot en gitt standard, her legens kompetanse, vurderer de seg lavere (23,24).…”

Section: Medisinsk Vurderingskompetanseunclassified

“…De kan i tillegg ha erfart flere situasjoner der de opplevde at egen kompetanse var utilstrekkelig. Slike situasjoner kan ha ført til at de nedvurderte kompetansen sin i forhold til kollegaer med mindre utdannelse og erfaring (23,25). «Alle vurderte sin kompetanse i akuttmedisin til å vaere meget god.»…”

Section: Medisinsk Vurderingskompetanseunclassified

“…Offshoreselskapene forventer at sykepleierne de ansetter, fullt ut behersker akuttmedisin, og offshorestillingene er svaert attraktive. Vi kan bare spekulere på hva dette manglende samsvaret betyr da vi ikke har funnet forskning som fullt ut belyser det, selv om det i annen litteratur er påvist gap mellom antatt og reelt laeringsbehov hos helsepersonell (23).…”

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Slik vurderer offshoresykepleiere egen kompetanse

Lyngfoss¹,

Bjørk²

2017

Sykepleien

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Section: Medisinsk Vurderingskompetanseunclassified

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Slik vurderer offshoresykepleiere egen kompetanse

Lyngfoss¹,

Bjørk²

2017

Sykepleien

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“…Despite its integral role in both of these processes, the accuracy of self-assessments has been called into question. [6][7][8] A link between competency and self-assessment accuracy has been suggested. 6 That is, if a student lacks the relevant content knowledge, the student may overrate his or her performance.…”

Section: Introductionmentioning

confidence: 99%

A Mentor-Based Portfolio Program to Evaluate Pharmacy Students’ Self-Assessment Skills

Kalata¹,

Abate

2013

American Journal of Pharmaceutical Education

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Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments.Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students.

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“…The self-efficacy perception of the students on their communication skills and attitudes on communication learning can be considered a reasonable evaluative parameter, 56 since the self-efficacy has been correlated to the practice of a certain skill 57 and has shown to improve clinical outcomes. 58 During their investigation, Liddell and Davidson (2004) 59 also encountered the association between medical students' academic performance and their attitudes.…”

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confidence: 99%

Curso Breve de Competências de Comunicação Clínica: Estudo Multicêntrico

Franco

Severo

et al. 2016

Acta Med Port

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RESUMOIntrodução: O presente artigo descreve e analisa os resultados de um curso multicêntrico de comunicação clínica em pequenos grupos com recurso a doentes simulados (atores) e feedback. O objetivo do curso foi estimular o desenvolvimento de competências de comunicação clínica e ainda, reconhecer as diferentes formas de manifestação de uma mesma doença em doentes diferentes (doença versus dolência). Material e Métodos:O curso foi aplicado a estudantes do terceiro e quarto ano do curso de medicina em três universidades brasileiras e uma portuguesa. A avaliação foi realizada através de escalas de apreciação dos participantes, teste de escolha múltipla e autoeficá-cia.Resultados: Tivemos 69 participantes nas quatro universidades. A avaliação geral do curso (1 -5) foi de 4,70 (DP 0,494), a autoavaliação sobre a participação foi de 4,07 (DP 0,671); e a avaliação sobre o uso dos doentes simulados 4,51 (DP 0,501). O teste de escolha múltipla, a escala de autoeficácia e a escala de atitudes quanto a aprendizagem dessas competências apresentaram melhoria significativa após a realização do curso. Discussão: O método utilizado teve uma excelente avaliação pelos estudantes independentemente do contexto onde o curso foi ministrado. Além disso, possibilitou ganhos quanto ao conhecimento e atitudes quanto a comunicação clínica. Conclusão: A partir de uma universidade portuguesa em colaboração com docentes e universidades brasileiras foi possível desenvolver uma estratégia de ensino-aprendizagem multicêntrica para comunicação clínica altamente valorizada pelos participantes e com resultados de aprendizagem adequados. Palavras-chave: Avaliação Educacional; Avaliação de Programas; Competência Clínica; Comunicação; Educação Médica Pré--Graduada; Relações Médico-Doente. Material and Methods:The course was applied to third and fourth year medical students in three Brazilian universities and one university in Portugal. The evaluation was performed using scales regarding the participants' point of view, multiple choice questionnaire, a self-efficacy and attitudinal questionnaire. Results:The study was conducted in 69 participants at the four universities. The overall evaluation of the course (from 1 -5) was 4.70 (SD 0.494), the self-evaluation on participation was 4.07 (SD 0.671); and the evaluation about the use of simulated patients 4.51 (SD 0.501). The multiple choice questionnaire and self-efficacy scale showed significant improvement. Discussion: The course methods had an excellent evaluation by students regardless of the context in which the course has been applied. Furthermore, it allowed an improvement on the knowledge and attitude of students regarding clinical communication. Conclusion:It was possible to develop a multi-centric learning strategy for clinical communication with a high evaluation by students who came from a Portuguese university in a cooperation project with teachers from Brazilian universities.

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The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10

Cited by 301 publications

References 80 publications

Slik vurderer offshoresykepleiere egen kompetanse

Slik vurderer offshoresykepleiere egen kompetanse

A Mentor-Based Portfolio Program to Evaluate Pharmacy Students’ Self-Assessment Skills

Curso Breve de Competências de Comunicação Clínica: Estudo Multicêntrico

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