Self-evaluation in undergraduate medical education: a longitudinal perspective

Area of Science:

• Medical Education
• Student Self-Assessment
• Noncognitive Abilities

Background:

• Self-evaluation is vital in medicine, yet underutilized in undergraduate curricula.
• The University of Missouri, Kansas City's baccalaureate-M.D. program mandates student self-evaluations.
• This study investigates self-assessment trends in a long-term medical program.

Purpose of the Study:

• To analyze trends in medical student self-assessments.
• To identify correlates of self-assessment within the curriculum.
• To evaluate the educational merit of self-assessment in medical training.

Main Methods:

• Examined self-ratings from 211 students in a baccalaureate-M.D. program.
• Tracked self-assessments across four years of medical school courses and rotations.
• Correlated student self-ratings with faculty performance ratings over time.

Main Results:

• Both student self-evaluations and faculty ratings increased annually.
• The correlation between student and faculty ratings diminished over time.
• Self-assessment showed a positive association with noncognitive skills and clinical performance.

Conclusions:

• Student self-evaluation in medical school demonstrates educational value.
• Self-assessment effectively measures noncognitive abilities crucial for clinical practice.
• Self-assessment can motivate further learning and professional growth in future physicians.