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Student Self-assessment: Reflecting on Physician Assistant Educator's Perceptions and Current Practices in Physician
Rachel Ditoro1,2, Joshua Bernstein1,2
1Rachel Ditoro, EdD, MSPAS, PA-C, is an associate professor, program director, chair, Salus University Physician Assistant Program, Elkins Park, PA.
Summary
Physician assistant (PA) educators perceive students
Area of Science:
- Medical Education
- Health Professions Education
- Physician Assistant Education
Background:
- Self-assessment (SA) is a critical skill for lifelong learning in healthcare professionals.
- Understanding educator perspectives on student SA accuracy is vital for curriculum development.
Purpose of the Study:
- To investigate the relationship between PA educators' views on student SA accuracy and the educational practices and abilities assessed.
- To explore how SA activities influence educators' perceptions of student SA competence.
Main Methods:
- A novel online survey was administered to PA educators.
- Correlation analysis, including Spearman's coefficient, was used to analyze data from 308 respondents.
Main Results:
- Most educators utilized SA activities, with feedback and practice being most common.
- Educators perceived students as more accurate in assessing noncognitive than cognitive abilities.
- A small positive correlation was found between SA activity frequency and perceived SA accuracy (r = 0.15–0.29).
Conclusions:
- While feedback and practice are common, explicit instruction and comparative assessments are needed to enhance SA accuracy.
- Further research is required to understand why PA students' SA abilities are perceived as more accurate across training levels.
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