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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
The processes and dimensions of informed self-assessment: a conceptual model
Joan Sargeant1, Heather Armson, Ben Chesluk
1Dalhousie University, Halifax, Nova Scotia, Canada. joan.sargeant@dal.ca <joan.sargeant@dal.ca>
Summary
Informed self-assessment is a dynamic process involving complex data interactions and tensions. Understanding these factors is key to improving self-assessment accuracy in medical education and practice.
Area of Science:
- Medical Education
- Professional Development
- Qualitative Research
Background:
- Self-assessment is crucial for lifelong learning in healthcare professionals.
- Understanding the complexities of informed self-assessment is vital for effective clinical practice.
Purpose of the Study:
- To explore how learners and physicians engage in structured interventions for self-assessment.
- To understand the perception and utilization of self-assessment in clinical learning and practice.
- To identify components, processes, and influencing factors of informed self-assessment.
Main Methods:
- Qualitative study using grounded theory principles.
- Purposive sampling of eight programs across five countries (Canada, US, UK, Netherlands, Belgium).
- 17 focus groups with 134 participants (undergraduate learners, postgraduate learners, physicians) in 2008; iterative analysis of transcripts.
Main Results:
- Informed self-assessment is a dynamic process of integrating internal and external data.
- Characterized by tensions from competing data and influencing conditions across medical education and practice.
- A conceptual model of informed self-assessment was developed.
Conclusions:
- Dynamic interrelationships and tensions among self-assessment components challenge accuracy.
- Addressing influencing conditions and inherent tensions is crucial for understanding self-assessment.
- Informed self-assessment is a complex, multidimensional construct requiring further investigation for self-directed learning and professional self-regulation.
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