The validity of general practitioners' self assessment of knowledge: cross sectional study

Tracey, Jocelyn; Arroll, Bruce; Richmond, David; Barham, P. M.

doi:10.1136/bmj.315.7120.1426

Cited by 126 publications

(86 citation statements)

References 8 publications

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“…So far, several tools for physicians' self-assessment have been used (1). Some of them measured basic medical knowledge (15,16), some basic clinical skills (17,18) and some specific clinical knowledge and skills (19,20). None of them was specifically based on the proposed competency framework such as some of the other tools were (21).…”

Section: Introductionmentioning

confidence: 99%

Self-assessment questionnaire for family doctors’ assessment of quality improvement competencies: a cross-cultural adaptation in Slovenia

Klemenc–Ketiš¹,

Kuhar²,

Kersnik³

et al. 2014

Slovenian Journal of Public Health

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Section: Introductionmentioning

confidence: 99%

Self-assessment questionnaire for family doctors’ assessment of quality improvement competencies: a cross-cultural adaptation in Slovenia

Klemenc–Ketiš¹,

Kuhar²,

Kersnik³

et al. 2014

Slovenian Journal of Public Health

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“…McKenna, Stanier, & Lewis, 1991) showed that people generally believe that their driving is above average; this applies to overall competence, as well as to individual manoeuvres such as overtaking. Similarly, studies conducted on general practitioners showed weak correlations between self-assessed medical knowledge and objective knowledge (Tracey, Arroll, Richmond, & Barham, 1997). At last, various examples demonstrated that people do not always stay silent when they do not know something.…”

mentioning

confidence: 99%

Ali znam toliko, kot mislim, da znam? Dunning-Krugerjev učinek, poznavanje neobstoječih konceptov in iluzija znanja

Plohl¹,

Musil²

2018

psio

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Realistic perception of our own knowledge is important in various areas of everyday life, yet previous studies reveal that our self-perception is full of shortcomings. The present study focused on general overestimation of knowledge and differences between experts and the less-skilled (The Dunning-Kruger effect), self-perceived knowledge of non-existing concepts (overclaiming), and the illusion of knowledge. These phenomena were tested with an instrument which measured the actual knowledge of different domains (grammar, literature, and nanotechnology), as well as self-assessed knowledge. Results showed that, on average, participants overestimated their absolute performance, but not their performance relative to others. Furthermore, the bottom quartile overestimated their absolute and their relative performance most, while the top quartile perceived their absolute performance most accurately and substantially underestimated their relative performance. Results related to overclaiming showed that 56% of respondents claimed knowledge of at least one non-existent book and that the extent of overclaiming was substantially correlated with self-perceived expertise. Lastly, results showed that an increased quantity of information about nanotechnology led to a false certainty in answering questions from this area. Povzetek: Realistično zaznavanje lastnega znanja je pomembno na različnih področjih vsakdanjega življenja, a pretekle raziskave razkrivajo, da je naša samozaznava v resnici polna pomanjkljivosti. Pričujoča študija se je osredotočila na splošno precenjevanje znanja in razlike med eksperti ter slabšimi reševalci (Dunning-Krugerjev učinek), na poznavanje neobstoječih konceptov in na iluzijo znanja. Omenjene pojave smo preverjali z instrumentom, ki je vseboval elemente objektivnega ocenjevanja znanja in samoocene znanja na različnih področjih -slovnica, književnost in nanotehnologija. Rezultati so pokazali, da so udeleženci v povprečju precenjevali svoj absolutni dosežek, ne pa tudi svojega položaja v vzorcu. Nadalje so tisti iz spodnjega kvartila najbolj precenjevali svoj absolutni in relativni dosežek, medtem ko so tisti iz zgornjega kvartila svoj absolutni dosežek ocenjevali najtočneje, ob tem pa znatno podcenjevali svoj relativni dosežek. Rezultati, vezani na poznavanje neobstoječih konceptov, so pokazali, da je 56 % udeležencev zatrdilo poznavanje vsaj enega neobstoječega literarnega dela, pri tem pa se je z ravnjo poznavanja neobstoječih konceptov zmerno povezovala samozaznana kompetentnost. Nazadnje so rezultati pokazali tudi to, da je povečana kvantiteta informacij o nanotehnologiji vodila do občutka lažne gotovosti pri odgovarjanju na vprašanja iz tega področja. KeywordsKljučne besede: precenjevanje znanja, Dunning-Krugerjev učinek, poznavanje neobstoječih konceptov, iluzija znanja

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“…The positive relationship between patient mix and selfassessment outcome (compared with formal assessment) is not per se an indication of a relationship between patient mix and learning. Self-assessments have many limitations, as is discussed in several reviews, all concluding that self-assessment has little validity and reliability (Tracey et al 1997; Eva &…”

Section: Discussionmentioning

confidence: 99%

A systematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24

et al. 2013

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Background: Clinical workplace-based learning has been the means to becoming a medical professional for many years. The importance of an adequate patient mix, as defined by the number of patients and the types of medical problems, for an optimal learning process is based on educational theory and recognised by national and international accreditation standards. The relationship between patient mix and learning in work-based curricula as yet remains unclear. Aim: To review research addressing the relationship between patient mix and learning in work-based clinical settings. Method: The search was conducted across Medline, Embase, Web of Science, ERIC and the Cochrane Library from the start date of the database to July 2011. Original quantitative studies on the relationship between patient mix and learning for learners at any level of the formal medical training/career were included. Methodological quality was assessed and two reviewers using prespecified forms extracted results. Results: A total of 10,420 studies were screened on title and abstract. Of these, 298 articles were included for full-text analysis, which resulted in the inclusion of 22 papers. The quality of the included studies, scored with the Medical Education Research Study Quality Instrument (MERSQI), ranged from 8.0 to 14.5 (of 18 points). A positive relationship was found between patient mix and self-reported outcomes evaluating the progress in competence as experienced by the trainee, such as self-confidence and comfort level. Patient mix was also found to correlate positively with self-reported outcomes evaluating the quality of the learning period, such as self-reported learning benefit, experienced effectiveness of the rotation, or the instructional quality. Variables, such as supervision and learning style, might mediate this relationship. A relationship between patient mix and formal assessment has never been demonstrated. Conclusion: Patient mix is positively related to self-reported learning outcome, most evidently the experienced quality of the learning programme.

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The validity of general practitioners' self assessment of knowledge: cross sectional study

Abstract: Objective: To determine whether general practitioners can make accurate self assessments of their knowledge in specific areas.

Cited by 126 publications

References 8 publications

Self-assessment questionnaire for family doctors’ assessment of quality improvement competencies: a cross-cultural adaptation in Slovenia

Self-assessment questionnaire for family doctors’ assessment of quality improvement competencies: a cross-cultural adaptation in Slovenia

Ali znam toliko, kot mislim, da znam? Dunning-Krugerjev učinek, poznavanje neobstoječih konceptov in iluzija znanja

A systematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24

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