A longitudinal study of self-assessment accuracy
dc.contributor.author | Fitzgerald, James T. | en_US |
dc.contributor.author | White, Casey B. | en_US |
dc.contributor.author | Gruppen, Larry D. | en_US |
dc.date.accessioned | 2010-06-01T22:31:13Z | |
dc.date.available | 2010-06-01T22:31:13Z | |
dc.date.issued | 2003-07 | en_US |
dc.identifier.citation | Fitzgerald, 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.issn | 0308-0110 | en_US |
dc.identifier.issn | 1365-2923 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/75505 | |
dc.identifier.uri | http://www.ncbi.nlm.nih.gov/sites/entrez?cmd=retrieve&db=pubmed&list_uids=12834423&dopt=citation | en_US |
dc.description.abstract | Although 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.extent | 60892 bytes | |
dc.format.extent | 3109 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.publisher | Blackwell Science Ltd | en_US |
dc.rights | 2003 Blackwell Publishing Ltd | en_US |
dc.subject.other | Clinical Competence, *Standards | en_US |
dc.subject.other | Education, Medical, *Standards, *Methods | en_US |
dc.subject.other | Educational Measurement, *Standards | en_US |
dc.subject.other | Longitudinal Studies | en_US |
dc.subject.other | Reproducibility of Results | en_US |
dc.subject.other | Self-concept | en_US |
dc.title | A longitudinal study of self-assessment accuracy | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbsecondlevel | Medicine (General) | en_US |
dc.subject.hlbtoplevel | Health Sciences | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | Department of Medical Education, University of Michigan Medical School, Ann Arbor, Michigan, USA | en_US |
dc.identifier.pmid | 12834423 | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/75505/1/j.1365-2923.2003.01567.x.pdf | |
dc.identifier.doi | 10.1046/j.1365-2923.2003.01567.x | en_US |
dc.identifier.source | Medical Education | en_US |
dc.identifier.citedreference | Gordon 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.citedreference | Calhoun 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 |
dc.identifier.citedreference | Arnold L, Willoughby TL, Calkins EV. Self-evaluation in undergraduate medical education: a longitudinal perspective. J Med Educ 1985; 60: 8. | en_US |
dc.identifier.citedreference | Fitzgerald 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.citedreference | Ward M, Gruppen L, Regehr G. Measuring self-assessment: Current state of the art. Adv Health Sci Educ 2002. | en_US |
dc.identifier.citedreference | Fitzgerald 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.citedreference | Gruppen 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.citedreference | Gruppen 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.citedreference | Gruppen 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.citedreference | Fitzgerald 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.owningcollname | Interdisciplinary and Peer-Reviewed |
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