scholarly journals Examining the accuracy of residents’ self-assessments and faculty assessment behaviours in anesthesiology

2021 ◽  
Author(s):  
Melinda Fleming ◽  
Danika Vautour ◽  
Michael McMullen ◽  
Nicholas Cofie ◽  
Nancy Dalgarno ◽  
...  
Keyword(s):  
Clinical Judgment ◽  
Variance Components ◽  
Medical Literature ◽  
Clinical Skills ◽  
Rater Bias ◽  
Self Assessment ◽  
Modeling Techniques ◽  
Self Assessments ◽  
Individual Self ◽  
Junior Residents

Background: Residents’ accurate self-assessment and clinical judgment are essential for optimizing their clinical skills development. Evidence from the medical literature suggests that residents generally do poorly at self-assessing their performance, often due to factors relating to learners’ personal backgrounds, cultures, the specific contexts of the learning environment and rater bias or inaccuracies. We evaluated the accuracy of anesthesiology residents’ self-assessed Global Entrustment scores and determined whether differences between faculty and resident scores varied by resident seniority, faculty leniency, and/or year of assessment. Methods: We employed variance components modeling techniques and analyzed 329 pairs of faculty and self-assessed entrustment scores among 43 faculty assessors and 15 residents. Using faculty scores as the gold standard, we compared faculty scores with residents’ scores (xi(faculty)–xi(resident)), and determined residents’ accuracy, including over- and under-confidence. Results: The results indicate that residents were respectively over- and under-confident in 10.9% and 54.4% of the assessments but more consistent in their individual self-assessments (rho = 0.70) than faculty assessors. Faculty scores were significantly higher (α = 0.396; z = 4.39; p < 0.001) than residents’ self-assessed scores. Being a lenient/dovish (β = 0.121, z = 3.16, p < 0.01) and a neutral (β = 0.137, z = 3.57, p < 0.001) faculty assessor predicted a higher likelihood of resident under-confidence. Senior residents were significantly less likely to be under-confident compared to junior residents (β = -0.182, z =-2.45, p < 0.05). The accuracy of self-assessments did not significantly vary during the two years of the study period. Conclusions: The majority of residents’ self-assessments were inaccurate. Our findings may help identify the sources of such inaccuracies.

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

scholarly journals Enhancing Students’ Understanding and Revision of Narrative Writing through Self-Assessment and Dialogue: A Qualitative Multi-Case Study

2015 ◽  
Author(s):  
Stephanie Baxa
Keyword(s):  
Self Efficacy ◽  
Fifth Grade ◽  
Future Research ◽  
Writing Conferences ◽  
Teacher Language ◽  
Self Assessment ◽  
Self Assessments ◽  
Teacher Assessments ◽  
The Impact

With students losing hope when faced with challenges in the classroom, daily student-involved formative assessment that contributes to a growth mindset is essential. Through self-assessment and dialogue, students can generate feedback used for improvement of their writing, and teachers can give feedback that fosters self-efficacy. The purpose of this qualitative multi-case study was to explore the growth of fifth-grade writers as they participated in self-assessment, writing conferences with their teacher, and story revision. Research questions focused on students’ ability to explain learning targets and strengths and weaknesses of their writing and their ability to revise their writing. The participants, two male and one female, were randomly chosen from the teacher/researcher’s fifth-grade classroom in a large public school in the Midwest. Data sources included audio-recorded interviews and writing conferences, student-written work and self-assessments, and teacher assessments and notes. Self-assessment and dialogue with the teacher served as tools for providing feedback to the student and the teacher. Throughout implementation of the instructional strategies, students were able to talk about the learning targets and the strengths and weaknesses of their writing and were motivated and able to revise their writing. Limitations of the study included the length of the study and diversity of participants. Suggestions for future research included exploring ways to elicit more student feedback and the impact of teacher language during writing conferences on the self-efficacy of students.

Self-Assessment Scores Improve After Simulation-Based Palliative Care Communication Skill Workshops

2016 ◽  
Vol 35 (1) ◽  
pp. 45-51 ◽  
Author(s):  
Crystal E. Brown ◽  
Anthony L. Back ◽  
Dee W. Ford ◽  
Erin K. Kross ◽  
Lois Downey ◽  
...  
Keyword(s):  
Palliative Care ◽  
South Carolina ◽  
Randomized Trial ◽  
Communication Skills ◽  
Communication Skill ◽  
Linear Regression Models ◽  
Care Needs ◽  
Self Assessment ◽  
Simulation Based ◽  
Self Assessments

Background: We conducted a randomized trial of a simulation-based multisession workshop to improve palliative care communication skills (Codetalk). Standardized patient assessments demonstrated improved communication skills for trainees receiving the intervention; however, patient and family assessments failed to demonstrate improvement. This article reports findings from trainees’ self-assessments. Aim: To examine whether Codetalk resulted in improved self-assessed communication competence by trainees. Design: Trainees were recruited from the University of Washington and the Medical University of South Carolina. Internal medicine residents, medicine subspecialty fellows, nurse practitioner students, or community-based advanced practice nurses were randomized to Codetalk, a simulation-based workshop, or usual education. The outcome measure was self-assessed competence discussing palliative care needs with patients and was assessed at the start and end of the academic year. We used robust linear regression models to predict self-assessed competency, both as a latent construct and as individual indicators, including randomization status and baseline self-assessed competency. Results: We randomized 472 trainees to the intervention (n = 232) or usual education (n = 240). The intervention was associated with an improvement in trainee’s overall self-assessment of competence in communication skills ( P < .001). The intervention was also associated with an improvement in trainee self-assessments of 3 of the 4 skill-specific indicators—expressing empathy, discussing spiritual issues, and eliciting goals of care. Conclusion: Simulation-based communication training was associated with improved self-assessed competency in overall and specific communication skills in this randomized trial. Further research is needed to fully understand the importance and limitations of self-assessed competence in relation to other outcomes of improved communication skill.

Improving Lab Culture Through Self-Assessment: A Case Study

2021 ◽  
Author(s):  
Soleil Hernandez ◽  
Raymond Mumme ◽  
Laurence Court ◽  
Daniel El Basha ◽  
Skylar Gay ◽  
...  
Keyword(s):  
Relevant Literature ◽  
Well Being ◽  
The Self ◽  
Working Environment ◽  
Assessment Process ◽  
Self Assessment ◽  
Survey Results ◽  
Self Assessments ◽  
Team Project

Purpose: Motivated by perceived dissatisfaction within our lab’s changed working environment brought about by the COVID-19 pandemic, we performed a self-assessment of our lab culture through anonymous surveys and live sessions. Methods: In Survey 1, we asked each lab member to identify and rank up to 10 values that are important for a healthy lab environment. They were then asked to rate how well the lab embodied those values at two time points: before the COVID-19 pandemic while working onsite, and at the time of the survey while working remotely (10 months into the pandemic). In a series of live group sessions, we reviewed relevant literature and the survey results to finalize ten themes. We then reflected on each theme and proposed action items to address any deficiencies. Finally, we conducted Survey 2 after the self-assessment to judge the group's finalized themes, implemented changes, and overall satisfaction with the assessment process. Results: Themes identified were attitude, accountability, teamwork/collaboration, communication, diversity/inclusion, emotional intelligence, integrity, training, well-being, and adaptability in crisis-management. All lab members liked the self-assessment process and felt their voices were heard. On average, there was a 1 2 % increase in satisfaction across all themes from the start to end of the lab assessment. Conclusion: We successfully assessed the culture of our lab and subsequently improved lab member satisfaction. The success of this team project suggests that other scientific labs could benefit from similar interactive self-assessments.

Preoperative Chest Radiographs

PEDIATRICS ◽  
1983 ◽  
Vol 71 (5) ◽  
pp. 858-858
Author(s):  
Keyword(s):  
Clinical Judgment ◽  
Medical Literature ◽  
Pulmonary Involvement ◽  
Chest Radiographs ◽  
Hematologic Disease ◽  
American Academy Of Pediatrics ◽  
Attending Physician ◽  
Physical Findings ◽  
Significant Disease ◽  
Preoperative Chest

Review of the medical literature indicates that routine preoperative chest radiographs identify few children with unsuspected significant disease. Therefore, the Committee on Hospital Care of the American Academy of Pediatrics recommends that these examinations should not be considered mandatory and should be performed only at the discretion of the attending physician. Chest radiographs should not be a substitute for a complete medical history and physical examination, which remain the most effective methods for determining those patients who are at risk for complications associated with surgery. Preoperative chest radiographs may be indicated when, for example, the history or physical findings suggest respiratory, cardiovascular, chronic renal, immune deficiency, or certain hematologic disease, or malignancy with possible pulmonary involvement. Similarly, these examinations may be helpful whenever it is anticipated that their results will be needed for comparison with postoperative radiographs. In any case, the attending physician should have the freedom to request preoperative chest radiographs under any circumstances in which his/her clinical judgment dictates the procedure to be appropriate.

Teaching for Epistemological Change

2017 ◽  
pp. 207-225 ◽  
Author(s):  
Gloria Nogueiras ◽  
David Herrero ◽  
Alejandro Iborra
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Thematic Analysis ◽  
The Self ◽  
Levels Of Analysis ◽  
Epistemological Development ◽  
Self Assessment ◽  
Self Assessments

As higher education teachers, the authors are committed to supporting students in their epistemological development, specifically in their transition towards self-direction. In this chapter, they share their experience of using self-assessment in a Teacher Training Degree course as a way to both enhance self-direction and assess its development. A thematic analysis of the self-assessments of a sample of 30 students is carried out, and four themes are identified: 1) the degree of authorship, 2) the degree of elaboration, 3) “taking notice of” subtle levels of analysis, and 4) the identification of temporal milestones throughout the course. These themes enable a different pattern of mental complexity to be identified, a complexity which is understood as evidence of students' different degrees of self-direction. The findings are discussed in the light of developmental constructivist theories. In addition, some implications for education regarding the current debates on self-assessment literature are presented.

Self-Assessments in Contemporary Adult E-Learning

2010 ◽  
pp. 557-577
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Adult Learner ◽  
Discovery Learning ◽  
Skills Acquisition ◽  
Design Strategies ◽  
Self Assessment ◽  
Learner Engagement ◽  
Electronic Learning ◽  
E Learning ◽  
Self Assessments ◽  
Actual Learning

With the ever higher costs of human-led instruction, much of adult electronic learning (e-learning) has become automated, independent, dispersed to open-source locales, and open learning. There has been a growing focus on adult learner self-initiative in identifying and pursuing learning opportunities independently. Such discovery learning is not just for practical and informal work but has now reached well into formalized trainings and deeper lifelong learning. This phenomenon has led to a variety of methods for adult learner self-assessment of their own learning—ranging from pre-determined scripted responses to live human feedback to mixed-methods feedback. Feedback loops for learner self-assessment are critical to support learner engagement, actual learning, learner self-efficacy, decision-making, skills acquisition, and human development; these also enhance mutually supportive collaborations and innovations between co-learners; and they enable workplace and higher education credentialing needs. This chapter highlights the importance of self-assessments and learner feedback in e-learning, and proposes some foundational design strategies.

scholarly journals A Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders

2018 ◽  
Vol 13 (10) ◽  
pp. 225
Author(s):  
Denise Villanyi ◽  
Romain Martin ◽  
Philipp Sonnleitner ◽  
Christina Siry ◽  
Antoine Fischbach
Keyword(s):  
Reading Comprehension ◽  
Rating Scale ◽  
Assessment Tool ◽  
Standardized Test ◽  
Fourth Graders ◽  
Tablet Computer ◽  
School Students ◽  
Self Assessment ◽  
Computer Based ◽  
Self Assessments

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing self-assessments of mathematics and reading comprehension. This tool integrates the conditions required for accurate self-assessment: (1) a non-competitive setting, (2) items formulated on the task level, and (3) limited reading and no verbalization required. The innovation consists of using illustrations and a language-reduced rating scale. The correlations between students’ self-assessment scores and their standardized test scores were moderate to large. Independent of their proficiency level, students’ confidence in completing a task decreased as task difficulty increased, but these findings were more consistent in mathematics than in reading comprehension. We conclude that third- and fourth-graders have the ability to provide accurate self-assessments of their competencies, particularly in mathematics, when provided with an adequate self-assessment tool.

Second language speakers’ awareness of their own comprehensibility

2019 ◽  
Vol 5 (3) ◽  
pp. 347-373
Author(s):  
Lauren Strachan ◽  
Sara Kennedy ◽  
Pavel Trofimovich
Keyword(s):  
Second Language ◽  
The Other ◽  
Task Repetition ◽  
Self Assessment ◽  
Five Dimensions ◽  
Second Language Speakers ◽  
Self Assessments ◽  
Mandarin Speakers ◽  
Task Content

Abstract This study investigated whether second language (L2) speakers are aware of and can manipulate aspects of their speech contributing to comprehensibility. Forty Mandarin speakers of L2 English performed two versions of the same oral task. Before the second task, half of the speakers were asked to make their speech as easy for the interlocutor to understand as possible, while the other half received no additional prompt. Speakers self-assessed comprehensibility after each task and were interviewed about how they improved their comprehensibility. Native-speaking listeners evaluated speaker performances for five dimensions, rating speech similarly across groups and tasks. Overall, participants did not become more comprehensible from task 1 to task 2, whether prompted or not, nor did speakers’ self-assessments become more in line with raters’, indicating speakers may not be aware of their own comprehensibility. However, speakers who did demonstrate greater improvement in comprehensibility received higher ratings of flow, and speakers’ self-ratings of comprehensibility were aligned with listeners’ assessments only in the second task. When discussing comprehensibility, speakers commented more on task content than linguistic dimensions. Results highlight the roles of task repetition and self-assessment in speakers’ awareness of comprehensibility.

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