Role of Self-Evaluation and Self-Assessment in Medical Student and Resident Education

Pisklakov, Sergey

doi:10.9734/bjesbs/2014/5066

Cited by 26 publications

(21 citation statements)

References 38 publications

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“…Standardised tests may not provide complete insight into the skills of the trainee physician. 5 Hence, combining them with other assessment techniques such as self-assessment (SA) and peer assessment (PA) may provide a more holistic view potentially leading to a better outcome. 6 SA is ‘the act of judging one’s own self and making decisions about the required steps’.…”

Section: Introductionmentioning

confidence: 99%

Objectivity in subjectivity: do students’ self and peer assessments correlate with examiners’ subjective and objective assessment in clinical skills? A prospective study

et al. 2017

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ObjectivesThe qualitative subjective assessment has been exercised either by self-reflection (self-assessment (SA)) or by an observer (peer assessment (PA)) and is considered to play an important role in students’ development. The objectivity of PA and SA by students as well as those by faculty examiners has remained debated. This matters most when it comes to a high-stakes examination. We explored the degree of objectivity in PA, SA, as well as the global rating by examiners being Examiners’ Subjective Assessment (ESA) compared with Objective Structured Clinical Examinations (OSCE).DesignProspective cohort study.SettingUndergraduate medical students at Alfaisal University, Riyadh.ParticipantsAll second-year medical students (n=164) of genders, taking a course to learn clinical history taking and general physical examination.Main outcome measuresA Likert scale questionnaire was distributed among the participants during selected clinical skills sessions. Each student was evaluated randomly by peers (PA) as well as by himself/herself (SA). Two OSCEs were conducted where students were assessed by an examiner objectively as well as subjectively (ESA) for a global rating of confidence and well-preparedness. OSCE-1 had fewer topics and stations, whereas OSCE-2 was terminal and full scale.ResultsOSCE-1 (B=0.10) and ESA (B=8.16) predicted OSCE-2 scores. ‘No nervousness’ in PA (r=0.185, p=0.018) and ‘confidence’ in SA (r=0.207, p=0.008) correlated with ‘confidence’ in ESA. In ‘well-preparedness’, SA correlated with ESA (r=0.234, p=0.003).ConclusionsOSCE-1 and ESA predicted students’ performance in the OSCE-2, a high-stakes evaluation, indicating practical ‘objectivity’ in ESA, whereas SA and PA had minimal predictive role. Certain components of SA and PA correlated with ESA, suggesting partial objectivity given the limited objectiveness of ESA. Such difference in ‘qualitative’ objectivity probably reflects experience. Thus, subjective assessment can be used with some degree of objectivity for continuous assessment.

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Section: Introductionmentioning

confidence: 99%

Objectivity in subjectivity: do students’ self and peer assessments correlate with examiners’ subjective and objective assessment in clinical skills? A prospective study

et al. 2017

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“…Although self-assessment is useful in giving an idea about the performance (21)(22)(23) and in determining self-confidence in intercultural situations (24)(25)(26)(27), which is the case in our study, we cannot depend solely on self-assessment in assessing clinical and communication skills and other objective methods such as OSCE should be used (28,29).…”

Section: Discussionmentioning

confidence: 95%

Medical Students’ preparedness as junior doctors on Palliative Care Issues: A Single Centre Study

Daud¹,

Taib²,

Chan³

2016

EIMJ

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Background: Physicians working with multicultural populations need to know how to determine the patients understanding of their illness. Physician working in Saudi Arabia must be aware of the diverse cultural and linguistic properties of people living there. They need to know how language and culture can influence clinical communication with patients and the way they provide them care. Aim: This study aims to explore physicians' self-assessment in intercultural communication in relation to care for patients from diverse ethnic/cultural backgrounds in order to identify training needs of physicians. Subjects and Methods: A descriptive cross-sectional study using self-administered questionnaire filled in by 254 working physician in Jeddah, Kingdom of Saudi Arabia (KSA). A good internal consistency coefficient (Cronbach's alpha) of the questionnaire was obtained. Descriptive statistics were used and ANOVA has been employed for assessing statistical differences between groups. Results: Respondents rated themselves more competent in basic clinical skills with mean score 4.33±0.58, then general intercultural skills came next (3.89±0.69) followed lastly by intercultural communication skills (3.29±1.00). Regarding intercultural communication skills and general intercultural skills, we found statistically significant differences (p < 0.05) in mean scores between respondents with reference to their age group, rank, total duration of work in KSA, previous work experience in other countries than home country and exposure to training in cultural competence. Conclusion: Training in cultural competence is an important factor that leads to better self-rating in intercultural communication skills. Physicians should be provided with real opportunities for training in cultural competence.

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“…The Royal College of Physicians and Surgeons in Canada has reaffirmed teaching competency as a necessary skill through the formally defined CanMEDS Roles since 2005, which highlights ‘Clinical Educator’ as a key competency to be achieved by all medical professionals, including trainees. However, despite these formal expectations of clinicians to develop as clinician-educators, few programs are characterized in the literature to be dedicated to teaching skill enhancement at the undergraduate medical education level, and most identified programs lack objective assessment of trainees [ 9 ]. Approximately one third of medical student knowledge is attributed to resident teaching [ 4 ], which has inspired the implementation of residency teaching skill training programs, including resident-as-teacher (RAT) programs) [ 7 ].…”

Section: Discussionmentioning

confidence: 99%

MedTalks: developing teaching abilities and experience in undergraduate medical students

Bandeali

Chiang

Ramnanan

2016

Medical Education Online

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Objectives: According to the CanMEDS’ Scholar competency, physicians are expected to facilitate the learning of colleagues, patients and other health professionals. However, most medical students are not provided with formal opportunities to gain teaching experience with objective feedback. Methods: To address this, the University’s Medical Education Interest Group (MEIG) created a pilot teaching program in January 2015 entitled ‘MedTalks’. Four 3-hour sessions were held at the University Faculty of Medicine, where first and second year medical students taught clinically oriented topics to undergraduate university students. Each extracurricular session included three 30-minute content lectures, and a 90-minute small group session on physical examination skills. Each medical student-teacher received formal feedback from undergraduate students and from faculty educators regarding teaching style, communication abilities, and professionalism. In addition, medical student-teachers self-evaluated their own teaching experience. Results: Over 50 medical students from the University participated as medical student-teachers. Based on quantitative and qualitative evaluation surveys, 100% of medical students agreed that MedTalks was a useful way to develop teaching skills and 92% gained a greater confidence in individual teaching capabilities, based largely on the opportunity to gain experience (with feedback) in teaching roles. Conclusions: A program designed to give medical students multi-source teaching experience (lecture- and small group-based) and feedback on their teaching (from learners and Faculty observers, in addition to their own self-reflection) can improve medical student confidence and enthusiasm towards teaching. Future studies will clarify if medical student self-perceived enhancements in teaching ability can be corroborated by independent (Faculty, learner) observations of future teaching activity.

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Role of Self-Evaluation and Self-Assessment in Medical Student and Resident Education

Cited by 26 publications

References 38 publications

Objectivity in subjectivity: do students’ self and peer assessments correlate with examiners’ subjective and objective assessment in clinical skills? A prospective study

Objectivity in subjectivity: do students’ self and peer assessments correlate with examiners’ subjective and objective assessment in clinical skills? A prospective study

Medical Students’ preparedness as junior doctors on Palliative Care Issues: A Single Centre Study

MedTalks: developing teaching abilities and experience in undergraduate medical students

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