Clarifying the concepts of confidence and competence to produce appropriate self-evaluation measurement scales

Stewart, Jane A.; O’Halloran, Cath; Barton, J R; Singleton, Stephen; Harrigan, Patrick J.; Spencer, John

doi:10.1046/j.1365-2923.2000.00728.x

Cited by 172 publications

(168 citation statements)

References 23 publications

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“…5 MAR 13 2010 221 in providing oral health care for patients is considered to be an important educational outcome. 11 There is now an overwhelming body of evidence to support the educational value of student placements in primary care settings outside the 'traditional' settings of dental schools. 12,13 Randomised controlled trials, conducted in Sheffi eld, revealed that outreach training signifi cantly improved students' ability in treatment planning and perceived clinical confi dence.…”

Section: N B R I E F Educationmentioning

confidence: 99%

Undergraduate experience and self-assessed confidence in paediatric dentistry: comparison of three UK dental schools

Rodd¹,

Farman²,

Albadri

et al. 2010

Br Dent J

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Section: N B R I E F Educationmentioning

confidence: 99%

Undergraduate experience and self-assessed confidence in paediatric dentistry: comparison of three UK dental schools

Rodd¹,

Farman²,

Albadri

et al. 2010

Br Dent J

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“…Doctors, like other professionals, have an obligation to update their knowledge and skills throughout their careers in order to provide the best care possible to their patients. Reflection is one way that physicians can evaluate what they know and do not know, and they can mitigate gaps in their knowledge by applying self-directed lifelong learning practices (Izatt, 2007;Mazmanian & Davis, 2002;Stewart, O'Halloran, Barton, Singleton, Harrigan & Spencer, 2003). While reflection is seen as one way to mitigate gaps in knowledge and create lifelong, self-directed physician learners, little is known about how to cultivate reflective practice skills in physicians.…”

Section: Medical Education and Reflective Learningmentioning

confidence: 99%

“…Reflection helps physicians find gaps in their knowledge and attend to their learning needs to meet the ever changing realities of medicine (Westberg & Hilliard, 2001). In her 2003 article outlining ways to strive for excellence in medical practice, Plack (2005) Therefore, one possibility to aid physicians in becoming safer practitioners is to teach them how to reflect so they can better identify their limitations and learning needs (Stewart, O'Halloran, Barton, Singleton, Harrigan & Spencer, 2003).…”

Section: Reflection In Healthcarementioning

confidence: 99%

Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States

Juve¹,

Katrina²

2000

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The science and technology of medicine is evolving and changing at a fast pace.With these rapid advances, it is paramount that physicians maintain a level of medical knowledge that is current and relevant to their practice in order to address the challenges of patient care and safety. One way physicians can maintain a level of medical knowledge that is current and relevant to their practice is through self-directed, lifelong learning, however little is known about how to develop these traits during clinical training. Schön (1983Schön ( , 1987 theorized that one way learners can become self-directed, lifelong learners is through reflective practice.This study utilized an experimental design and employed quantitative methods to investigate the effects of a reflective practice exercise, based on Gibbs' (1988) model of reflection, on readiness for self-directed learning as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale/Learning Preference Assessment (SDLRS/LPA).A total of 51 anesthesiology residents training in three residency programs in the United States participated in this study. A follow-up survey was administered to all study participants to determine if participation in the reflective exercises affected future engagement in or attitudes about reflective practice.While the data analysis showed that participation in reflective practice did not affect readiness for self-directed learning in these study participants, this study has implications for medical education. Responses to the follow-up survey indicated that participants plan to engage in reflective practice in the future and that participating in Thank you for inspiring me, encouraging me and helping me to be the person I am today.

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“…Stewart et al (2000) explored the beliefs of house officers about their competence, and concluded that 'they made assessments about their competence from the lack of negative comments made by others'. It appears that neither group of students made negative comments to each other.…”

Section: Feedback From Third and Fourth Year Students Themes -Value Amentioning

confidence: 99%

Physiotherapy students’ perceptions of an innovative approach to clinical practice orientation

Unger

Burger

2002

South African Journal of Physiotherapy

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The transition from the classroom to clinical practice is stressful for many students. In the current situation in South Africawith the shortages of clinicians’ posts in hospitals, this transition is evenmore difficult given the reduced time that clinicians have for supervisingundergraduate students. The University of Stellenbosch initiated structured peer-led introduction to clinical education (SPLICE), duringwhich senior physiotherapy students orientate second year students toclinical practice.The aim of this study was to investigate the perceptions of all of thesecond, third and fourth year students who took part in these SPLICEsessions. This information was captured using a questionnaire with open and closed questions. The response of all of the students was extremely positive. Common to all cohorts of students was the opinion of themotivational benefits of the sessions as well as the opinion that their confidence increased. Students in the variousyears of study differed in the ways in which they felt more confident. Closely linked were those comments referring to a sense of increased preparedness for clinical practice and a positive learning environment. A positive change inattitude towards clinical practice was also noted in many second year students.Further research is needed into the effect that SPLICE might have had on the second year students when they enterclinical practice as third year students. The role and opinions of patients during these sessions, and indeed during anyclinical education sessions, including clinical examinations, needs further investigation.

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Clarifying the concepts of confidence and competence to produce appropriate self-evaluation measurement scales

Cited by 172 publications

References 23 publications

Undergraduate experience and self-assessed confidence in paediatric dentistry: comparison of three UK dental schools

Undergraduate experience and self-assessed confidence in paediatric dentistry: comparison of three UK dental schools

Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States

Physiotherapy students’ perceptions of an innovative approach to clinical practice orientation

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