Measuring Self-assessment: Current State of the Art

Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada
Advances in Health Sciences Education (Impact Factor: 2.12). 02/2002; 7(1):63-80. DOI: 10.1023/A:1014585522084
Source: PubMed


The competent physician pursues lifelong learning through the recognition of deficiencies and the formulation of appropriate learning goals. Despite the accepted theoretical value of self-assessment, studies have consistently shown that the accuracy of self-assessment is poor. This paper examines the methodological issues that plague the measurement of self-assessment ability and presents several strategies that address these methodological problems within the current paradigm. In addition, the article proposes an alternative conceptualization of self-assessment and describes its associated methods. The conclusions of prior research in this domain must be re-examined in light of the common pitfalls encountered in the design of the studies and the analyses of the data. Future efforts to elucidate self-assessment phenomena need to consider the implications of this review.

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    • "Critical care pharmacists did consider that they were not confident to self-assess their level of clinical practice and identified this as a barrier to undertaking the RPS Faculty accreditation. The literature does support that self-assessment by health professionals is usually poor[13]. In addition, the participants' feedback from the UKCPA credentialing suggested that undertaking this process increased their confidence in self-assessment but they also highlighted the need for peer review, formal education and guidance[14]. "

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    • "The development of the self-assessment capacity is attracting a lot of attention in the academic world, given the importance of the student's involvement in the learning process, not only to improve his/her academic results, but also because this skill contributes to the student's professional development. However, the research carried out on self-assessment accuracy does not provide conclusive results, and it presents a lack of methodological rigor (Stefani, 1994 ; Ward et al., 2002 ). The present study has analyzed self-assessment accuracy in the university, after taking a series of methodological precautions recommended in the literature. "
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    ABSTRACT: The paper’s main objective is to evaluate the self-assessment accuracy of university students. Specifically, the study analyzes the self-assessment of oral communication skills. It was carried out in a Firm Labor Organization course included in the Labor Relations and Human Resources Degree. The literature on self-assessment in Higher Education does not provide clear evidence about its accuracy, as a number of methodological problems have been detected. To reduce them, we have taken a number of precautions. Thus, a rubric was designed, and students were trained to use it. Several teachers and peers were introduced as referents, and a segmented analysis was conducted based on gender and the students’ level of competence from the teachers’ point of view. Results show that self-assessment accuracy is low. Moreover, regardless of the degree, men’s self-assessments are higher than women’s. Moreover, the findings suggest that the scoring rubric improves self-assessment accuracy when the speaker has good oral communication skills, but not when these skills are poor. These results lead us to propose the development of correction factors that can be adapted to any situation, thus allowing self-assessment to be used for summative purposes.
    Full-text · Chapter · Jan 2015
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    • "This belief is called perceived self-efficacy, and according to Bandura’s theory people with high self-efficacy are more likely to view difficult tasks as something to be mastered than something to be avoided. Research in medical education has shown however that students display poor capacity for self-assessment [44,45], and the transition into the clinical phase further reinforces students’ feelings of inadequacy [46]. "
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    ABSTRACT: Hospital clerkships are considered crucial for acquiring competencies such as diagnostic reasoning and clinical skill. The actual learning process in the hospital remains poorly understood. This study investigates how students learn clinical skills in workplaces and factors affecting this. Six focus group sessions with 32 students in Internal Medicine rotation (4-9 students per group; sessions 80-90 minutes). Verbatim transcripts were analysed by emerging themes and coded independently by three researchers followed by constant comparison and axial coding. Students report to learn the systematics of the physical examination, gain agility and become able to recognise pathological signs. The learning process combines working alongside others and working independently with increasing responsibility for patient care. Helpful behaviour includes making findings explicit through patient files or during observation, feedback by abnormal findings and taking initiative. Factors affecting the process negatively include lack of supervision, uncertainty about tasks and expectations, and social context such as hierarchy of learners and perceived learning environment. Although individual student experiences vary greatly between different hospitals, it seems that proactivity and participation are central drivers for learning. These results can improve the quality of existing programmes and help design new ways to learn physical examination skills.
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