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Self- and peer assessment in a first-year communication and interviewing course
D W Rudy1, M C Fejfar, C H Griffith
1University of Kentucky, USA.
Evaluation & the Health Professions
|January 31, 2002
Summary
First-year medical students can assess peers but struggle with self-assessment during interviews. Further training is needed to develop accurate physician self-evaluation skills early in medical education.
Area of Science:
- Medical Education
- Physician Professional Development
Background:
- Peer and self-evaluation are vital for physician growth.
- Learning and implementing these skills face significant barriers.
- Longitudinal integration into medical curricula is proposed to enhance these abilities.
Purpose of the Study:
- To introduce first-year medical students to peer and self-assessment.
- To evaluate the accuracy of student self-assessments compared to peer and faculty evaluations.
- To identify challenges in early medical student self-assessment.
Main Methods:
- First-year medical students conducted peer and self-assessments of recorded interviews.
- Written assessments were completed by students for themselves and their peers.
- Faculty also assessed student performances.
Main Results:
- Peer assessments were more lenient than faculty assessments.
- Students were most critical of their own performances.
- Students effectively assessed peers but struggled with accurate self-appraisal.
Conclusions:
- First-year medical students demonstrate capability in peer assessment.
- Accurate self-assessment skills require further development in early medical training.
- Targeted interventions are necessary to improve physician self-evaluation abilities.
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