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A longitudinal study of self-assessment accuracy

dc.contributor.authorFitzgerald, James T.en_US
dc.contributor.authorWhite, Casey B.en_US
dc.contributor.authorGruppen, Larry D.en_US
dc.date.accessioned2010-06-01T22:31:13Z
dc.date.available2010-06-01T22:31:13Z
dc.date.issued2003-07en_US
dc.identifier.citationFitzgerald, James T; White, Casey B; Gruppen, Larry D (2003). "A longitudinal study of self-assessment accuracy." Medical Education 37(7): 645-649. <http://hdl.handle.net/2027.42/75505>en_US
dc.identifier.issn0308-0110en_US
dc.identifier.issn1365-2923en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/75505
dc.identifier.urihttp://www.ncbi.nlm.nih.gov/sites/entrez?cmd=retrieve&db=pubmed&list_uids=12834423&dopt=citationen_US
dc.description.abstractAlthough studies have examined medical students' ability to self-assess their performance, there are few longitudinal studies that document the stability of self-assessment accuracy over time. This study compares actual and estimated examination performance for three classes during their first 3 years of medical school. Methods  Students assessed their performance on classroom examinations and objective structured clinical examination (OSCE) stations. Each self-assessment was then contrasted with their actual performance using idiographic (within-subject) methods to define three measures of self-assessment accuracy: bias (arithmetic differences of actual and estimated scores), deviation (absolute differences of actual and estimated scores), and covariation (correlation of actual and estimated scores). These measures were computed for four intervals over the course of 3 years. Multivariate analyses of variance and correlational analyses were used to evaluate the stability of these measures. Results  Self-assessment accuracy measures were relatively stable over the first 2 years of medical school with a decease occurring in the third year. However, the correlational analyses indicated that the stability of self-assessment accuracy was comparable to the stability of actual performance over this same period. Conclusion  The apparent decline in accuracy in the third year may reflect the transition from familiar classroom-based examinations to the substantially different clinical examination tasks of the third year OSCE. However, the stability of self-assessment accuracy compares favorably with the stability of actual performance over this period. These results suggest that self-assessment accuracy is a relatively stable individual characteristic that may be influenced by task familiarity.en_US
dc.format.extent60892 bytes
dc.format.extent3109 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.publisherBlackwell Science Ltden_US
dc.rights2003 Blackwell Publishing Ltden_US
dc.subject.otherClinical Competence, *Standardsen_US
dc.subject.otherEducation, Medical, *Standards, *Methodsen_US
dc.subject.otherEducational Measurement, *Standardsen_US
dc.subject.otherLongitudinal Studiesen_US
dc.subject.otherReproducibility of Resultsen_US
dc.subject.otherSelf-concepten_US
dc.titleA longitudinal study of self-assessment accuracyen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbsecondlevelMedicine (General)en_US
dc.subject.hlbtoplevelHealth Sciencesen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumDepartment of Medical Education, University of Michigan Medical School, Ann Arbor, Michigan, USAen_US
dc.identifier.pmid12834423en_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/75505/1/j.1365-2923.2003.01567.x.pdf
dc.identifier.doi10.1046/j.1365-2923.2003.01567.xen_US
dc.identifier.sourceMedical Educationen_US
dc.identifier.citedreferenceGordon MJ. A review of the validity and accuracy of self-assessments in health professions training. Acad Med 1991; 66: 762 – 9.en_US
dc.identifier.citedreferenceCalhoun JG, Woolliscroft JO, Hockman EM, Wolf FM, Davis WK. Evaluating medical student clinical skill performance: Relationships among self, peer, and expert ratings. Proceedings of the 23rd annual Conference on Research in Medical Education. Res Med Educ 1984; 23: 205 – 10.en_US
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dc.identifier.citedreferenceFitzgerald JT, Gruppen LD, White BA, Davis WK. Medical student self-assessment abilities: accuracy and calibration. Presented at the Annual Meeting of the American Educational Research Association, 1997: American Educational Research Association, Chicago, IL.en_US
dc.identifier.citedreferenceWard M, Gruppen L, Regehr G. Measuring self-assessment: Current state of the art. Adv Health Sci Educ 2002.en_US
dc.identifier.citedreferenceFitzgerald JT, Gruppen LD, White C. The stability of student self-assessment accuracy. Presented at the 37th Annual Conference on Research in Medical Education. Res Med Educ 1998; 21.en_US
dc.identifier.citedreferenceGruppen LD, Garcia J, Grum CM. Medical students' self-assessment accuracy in communication skills. Acad Med 1997; 72 ( 1 Suppl. ): S57 – 9.en_US
dc.identifier.citedreferenceGruppen LD, White C, Fitzgerald JT, Grum CM, Woolliscroft JO. Medical students' self-assessments and their allocations of learning time. Acad Med 2000; 75: 374 – 9.en_US
dc.identifier.citedreferenceGruppen LD, Baliga S, Fitzgerald JT, White C, Grum CM, Woolliscroft JO, Davis WK. Do personal characteristics and background influence self-assessment accuracy? Presented at the Eighth Ottawa Conference on Medical Education 1998, Philadelphia, PA.en_US
dc.identifier.citedreferenceFitzgerald JT, Gruppen LD, White C. The influence of task formats on the accuracy of medical student self-assessment. Acad Med 2000; 75: 737 – 41.en_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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