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Updated: Apr 30, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Defining insight: a challenge that matters
Nick Brown1, Pauline McAvoy, Megan Joffe
1National Clinical Assessment Service (NCAS), London, UK.
Background:
Insight is a fundamental consideration in the maintenance and improvement of performance. What is required is a definition that can be used consistently along with an understanding of the dynamic nature of insight, and therefore its potential for improvement.
Context:
The work presented is a review of contemporary literature about insight, self-awareness and emotional intelligence, and experience from the National Clinical Assessment Service (NCAS) in the assessment of 300 doctors with performance problems.
Summary Of Results:
This work has led to the construction of a working definition of insight that incorporates reflection, emotional intelligence, self-awareness and motivation. The validity and utility of this definition was tested using data from NCAS's growing experience.
Conclusions:
The assessment of insight in NCAS performance assessments has involved the use of information from a variety of sources, including psychometric profiling, multisource feedback and self-assessment. This has been corroborated with findings from clinical performance assessment and the outcomes of remediation plans.
Implications:
A definition of insight is offered that is greater than just self-awareness, and that involves emotional intelligence and motivation. The use of this broad definition is of fundamental importance in the production of educational and development programmes at all levels.
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