Self-Assessment in Feedback Conversations: A Complicated Balance.

Area of Science:

• Medical Education
• Learner-centered feedback models
• Self-assessment in healthcare professions education

Background:

• Learner-centered feedback models emphasize learner self-assessment prior to feedback discussions.
• Understanding learner perceptions of self-assessment is crucial for effective feedback implementation.
• This study explores medical students' experiences with self-assessment prompts in feedback conversations.

Purpose of the Study:

• To examine how medical students perceive and respond to self-assessment prompts.
• To assess medical students' attitudes and approaches to self-assessment as a basis for feedback.
• To identify factors influencing student responses to self-assessment during feedback.

Main Methods:

• Qualitative study involving 25 medical students from a midwestern U.S. medical school.
• One-on-one interviews using open-ended questions about self-assessment and feedback experiences.
• Thematic analysis of transcribed interviews to identify patterns in student responses.

Main Results:

• Students generally appreciated being prompted to self-assess before receiving feedback.
• No significant differences in attitudes or preferences were found based on gender, race, or training level.
• Students' responses to self-assessment prompts were varied, influenced by factors like image concerns and evaluation worries.

Conclusions:

• The process of learner self-assessment and sharing in feedback is complex.
• Educators should continue using self-assessment prompts but acknowledge their limitations.
• Creating a safe environment is essential for learners to provide authentic self-assessments.