Self-assessment: how do third year medical students rate their performance during problem-based learning?
DOI:
https://doi.org/10.18203/2320-6012.ijrms20172985Keywords:
Cognitive, Problem-based learning, Self-assessment, Self-monitoringAbstract
Background: Problem-based learning (PBL) emphasizes students’ self-directed learning. This requires students to monitor their own learning. When students enter medical school however, they do not seem to have self-monitoring skills and these need to be developed. Self-assessment exercises are useful in developing these skills. This paper emphasizes the importance of training in self-assessment during PBL. Objective was to describe third-year medical students’ self-assessment of their performance during PBL and correlate their scores with tutors’ scores, and their scores in a written progressive disclosure questions (PDQ) examination
Methods: Using the same rubric used for students’ evaluation by tutors, students scored their activities during PBL sessions. Their scores were compared with the tutor’s scores. Their scores for cognitive skills were further compared with their scores in a PDQ examination.
Results: There was no statistically significant difference between the tutor and students’ scores. Low-achieving students (in the PDQ) scored themselves higher than high-achieving students. Self-assessment scores did not predict performance in the PDQ.
Conclusions: Perhaps the high-achievers are more critical of themselves which drives them to work harder. Low-achieving students could be awarding themselves scores they wish to obtain and not what they deserve. They may also not understand the assessment criteria. This paper emphasizes the importance of self-assessment exercises, and the need to guide students in learning to assess themselves accurately so they may be better able to monitor their learning.
References
Tan K, Keat LH. Self and Peer Assessment as an Assessment Tool in Problem-based Learning. 2005:162-75. Available at http://www.tp.edu.sg/staticfiles/TP/files/centres/pbl/pbl_kelvin_and_ho_keat.pdf.
Tousignant M, DesMarchais JE. Accuracy of student self-assessment ability compared to their own performance in a problem-based learning medical program: a correlation study. Adv Health Sci Edu. 2002;7(1):19-27.
White CB. Smoothing out transitions: How pedagogy influences medical students’ achievement of self-regulated learning goals. Adv Health Sci Edu. 2007;12(3):279-97.
Machado JL, Machado VM, Grec W, Bollela VR, Vieira JE. Self-and peer assessment may not be an accurate measure of PBL tutorial process. BMC Med Edu. 2008;8(1):55.
Joseph N, Rai S, Madi D, Bhat K, Kotian SM, Kantharaju S. Problem-based learning as an effective learning tool in community medicine: Initiative in a Private Medical College of a developing Country. Indian J Community Med. 2016;41(2):133-40.
Hmelo CE, Gotterer GS, Bransford JD. A theory-driven approach to assessing the cognitive effects of PBL. Instructional Science. 1997;25(6):387-408.
Okubo Y, Matsushita S, Takakuwa Y, Yoshioka T, Nitta K. Longitudinal PBL in undergraduate medical education develops lifelong-learning habits and clinical competencies in social aspects. Tohoku J Exp Med. 2016;238(1):65-74.
Valle R, Petra L, Martínez‐Gonzaez A, Rojas‐Ramirez JA, Morales‐Lopez S, Pina‐Garza B. Assessment of student performance in problem‐based learning tutorial sessions. Med Edu. 1999;33(11):818-22.
Das M, Mpofu D, Dunn E, Lanphear JH. Self and tutor evaluations in problem based learning tutorials: is there a relationship? Med Edu. 1998;32(4):411-8.
Hanley K, Zabar S, Charap J, Nicholson J, Disney L, Kalet A, et al. Self-assessment and goal-setting is associated with an improvement in interviewing skills. Med Edu Online. 2014;19.
Northern Illinois University. Self and peer assessment. spectrum newsletter. fall 2009. faculty development and instructional design center. Available at http://www.niu.edu/spectrum/ 2009/fall/selfpeer.shtml Accessed June 17, 2016.
Nulty D. A Guide to Peer and Self-Assessment: Approaches and Practice Strategies for Academics. Griffith institute for higher education. Griffith university. 2008. Available at https://www.griffith.edu.au/__data/assets/pdf_file/0016/142108/GuidePeerSelfAssessment-Long.pdf.
Donnon T, McIlwrick J, Woloschuk W. Investigating the reliability and validity of self and peer assessment to measure medical students’ professional competencies. Creative Educ. 2013;4(06):23-8.
Khoiriyah U, Roberts C, Jorm C, Van der Vleuten CPM. Enhancing students’ learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking, BMC Med Edu. 2015:15;140.
Ramirez BU. Effect of self-assessment on test scores: student perceptions. Adv Physiol Educ. 2010;34(3):134-6.
Ward M, Gruppen L, Regehr G. Measuring self-assessment: current state of the art. Adv Health Sci Edu. 2002;7(1):63-80.
Boud D. Enhancing learning through self-assessment. London: Kogan; 1995. Available at http://onlinelibrary.wiley.com/doi/10.1016/0307-4412(96)82523-4/pdf.
Vuma S, Sa B. Evaluation of the effectiveness of progressive disclosure questions as an assessment tool for knowledge and skills in a problem based learning setting among third year medical students at the university of the West Indies, Trinidad and Tobago. BMC Res Notes. 2015;8(1):1.
Pearson’s r Correlation Available at http://faculty.quinnipiac.edu/libarts/posci/Statistics.html.
Bland MJ, Altman DG. Statistical methods for assessing agreement between two methods of clinical measurement. Lancet. 1986;327(8476):307-10.
Papinczak T, Young L, Grooves M, Haynes M. An analysis of peer, self and tutor assessment in problem-based learning tutorials. Med Teach. 2007;29(5): e122-32.
Sadler PM, Good E. The impact of self-and peer-grading on student learning. Edu Assessment. 2006;11(1):1-31.
Kelberlau-Berks DR. The effects of self-assessment on student learning.2006. Lincoln, Nebraska. Available at http://scimath.unl.edu/MIM/files /research/BerksD.pdf.
Belski I. The Impact of self-assessment and reflection on student learning outcomes. In proceedings of the 21st annual conference for the Australasian association for engineering education, 2010. Engineers Australia. Available at https://www.researchgate. net/profile/Iouri_Belski/publication/228460756_The_Impact_of_Self-Assessment_and_Reflection_on_Student_Learning_Outcomes/links/02e7e5338b26ab3089000000.pdf.
Eva KW. Assessing Tutorial-Based Assessment. Adv Health Sci Edu. 2001;6(3): 243-57.
Langendyk V. Not knowing that they do not know: self‐assessment accuracy of third‐year medical students. Med Edu. 2006;40(2):173-9.
Whitfield CF, Xie SX. Correlation of problem-based learning facilitators' scores with student performance on written exams. Adv Health Sci Edu. 2002;7(1):41-51.
Shaban S, Aburawi EH, Elzubeir K, Elango S, El‑Zubeir M. Factors Influencing Medical Students’ Self‑assessment of Examination Performance Accuracy: A United Arab Emirates Study. Edu Health. 2016;29(2):75-81.
Guide to the completion of a personal development plan. Available at https://www.managers.org.uk /~/media/ET/checklist/Personal-Development-Plan-Example-Guide.pdf.
Personal development planning: guidance for institutional policy and practice in higher education. Available at http://www.recordingachievement .ac.uk/images/pdfs/pdpguide2009.pdf.
Bollela VR, Gabarra MH, da Costa C, Lima RC. Students and tutors' social representations of assessment in problem-based learning tutorials supporting change. BMC Med Educ. 2009;7:9:30.
Jaikaprash H, Min AK, Ghosh S. Increased correlation coefficient between the written test score and tutors’ performance test scores after training of tutors for assessment of medical students during problem-based learning course in Malaysia. Korean J Med Educ. 2016;28(1):123-5.
Fitzgerald JT, White CB, Gruppen LD. A longitudinal study of self-assessment accuracy. Med Edu. 2003;37:645-9.
Watts WE, Rush K, Wright M. Evaluating first-year nursing students' ability to self-assess psychomotor skills using videotape. Nursing Edu Perspectives. 2009;30(4):214-9.
Mehrdad NN, Bigdeli S, Ebrahimi H. A comparative study on self, peer and teacher evaluation to evaluate clinical skills of nursing students. Procedia-Social Behavioural Sci. 2012;47: 1847-52.
Ingchatcharoena S, Tangdhanakanonda K, Pasiphola S. Testing measurement invariance of quality rating causal models in tutorial-based assessment. Procedia -Social and Behavioural Sciences. 2016;217:867-77.
Hood S, Chapman E. A. Tutorial Programme to Enhance Psychiatry Learning Processes within a PBL-Based Course. Edu Res Perspectives. 2011;38(2):69-86.
