| Features of assessment learners use to make informed self-assessments of clinical performance. | |
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MedLine Citation:
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PMID: 21564201 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
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Medical Education 2011: 45: 636-647 Context Conceptualisations of self-assessment are changing as its role in professional development comes to be viewed more broadly as needing to be both externally and internally informed through activities that enable access to and the interpretation and integration of data from external sources. Education programmes use various activities to promote learners' reflection and self-direction, yet we know little about how effective these activities are in 'informing' learners' self-assessments. Objectives This study aimed to increase understanding of the specific ways in which undergraduate and postgraduate learners used learning and assessment activities to inform self-assessments of their clinical performance. Methods We conducted an international qualitative study using focus groups and drawing on principles of grounded theory. We recruited volunteer participants from three undergraduate and two postgraduate programmes using structured self-assessment activities (e.g. portfolios). We asked learners to describe their perceptions of and experiences with formal and informal activities intended to inform self-assessment. We conducted analysis as a team using a constant comparative process. Results Eighty-five learners (53 undergraduate, 32 postgraduate) participated in 10 focus groups. Two main findings emerged. Firstly, the perceived effectiveness of formal and informal assessment activities in informing self-assessment appeared to be both person- and context-specific. No curricular activities were considered to be generally effective or ineffective. However, the availability of high-quality performance data and standards was thought to increase the effectiveness of an activity in informing self-assessment. Secondly, the fostering and informing of self-assessment was believed to require credible and engaged supervisors. Conclusions Several contextual and personal conditions consistently influenced learners' perceptions of the extent to which assessment activities were useful in informing self-assessments of performance. Although learners are not guaranteed to be accurate in their perceptions of which factors influence their efforts to improve performance, their perceptions must be taken into account; assessment strategies that are perceived as providing untrustworthy information can be anticipated to have negligible impact. |
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Authors:
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Joan Sargeant; Kevin W Eva; Heather Armson; Ben Chesluk; Tim Dornan; Eric Holmboe; Jocelyn M Lockyer; Elaine Loney; Karen V Mann; Cees P M van der Vleuten |
Publication Detail:
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Type: JOURNAL ARTICLE |
Journal Detail:
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Title: Medical education Volume: 45 ISSN: 1365-2923 ISO Abbreviation: - Publication Date: 2011 Jun |
Date Detail:
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Created Date: 2011-5-13 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 7605655 Medline TA: Med Educ Country: - |
Other Details:
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Languages: ENG Pagination: 636-647 Citation Subset: - |
Copyright Information:
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© Blackwell Publishing Ltd 2011. |
Affiliation:
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Office of Continuing Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada Department of Medicine, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada Department of Family Medicine, Faculty of Medicine, University of Calgary, Calgary, Alberta, Canada Quality Research Department, American Board of Internal Medicine, Philadelphia, Pennsylvania, USA Department of Educational Research and Development, Faculty of Health, Medicine and Life Sciences, University of Manchester, Manchester, UK Department of Community Health Sciences, Faculty of Medicine, University of Calgary, Calgary, Alberta, Canada Qualitative Research Consultant, Bedford, Nova Scotia, Canada Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada Department of Educational Research and Development, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands. |
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