Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Investigating the development of self-evaluation skills in a problem-based tutorial course

J A Hay1

  • 1Faculty of Health Sciences at McMaster University, Hamilton, Ontario, Canada.

Academic Medicine : Journal of the Association of American Medical Colleges
|August 1, 1995
PubMed
Summary

Student self-evaluations and tutor evaluations converged over time in a problem-based learning course, suggesting a negotiation process rather than improved self-assessment skills.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Near real-time surveillance of the SARS-CoV-2 epidemic with incomplete data.

medRxiv : the preprint server for health sciences·2021
Same author

Self-efficacy toward physical activity and the physical activity behavior of children with and without Developmental Coordination Disorder.

Human movement science·2013
Same author

Developmental coordination disorder and overweight and obesity in children aged 9-14 y.

International journal of obesity (2005)·2005
Same author

Fatal cyst formation after fetal mesencephalic allograft transplant for Parkinson's disease.

Journal of neurosurgery·1998
Same author

Prospective evaluation of a clinical guideline recommending hospital length of stay in upper gastrointestinal tract hemorrhage.

JAMA·1998
Same author

Activity levels and the relationship to lung function and nutritional status in children with cystic fibrosis.

American journal of physical medicine & rehabilitation·1997

Area of Science:

  • Medical Education
  • Health Professions Education
  • Self-Assessment Skills

Background:

  • Problem-based learning (PBL) is a student-centered approach to education.
  • Accurate self-evaluation is crucial for lifelong learning in health professions.
  • Assessing the congruence between student self-perceptions and external evaluations is important for pedagogical feedback.

Purpose of the Study:

  • To compare student self-evaluations with tutor evaluations in a problem-based occupational therapy and physiotherapy program.
  • To investigate the developmental trajectory of self-evaluation skills over a 14-week period.

Main Methods:

  • A study involving 30 students and their tutors across five tutorial groups.
  • Utilized repeated-measures analyses of variance, factor analyses, and Pearson correlations.

Related Experiment Videos

  • Evaluations were conducted on six consecutive occasions over a 14-week semester.

    • Main Results:

    • Both student and tutor evaluation scores significantly increased over the six evaluation periods (p < .01).
    • Tutor evaluations, initially lower, eventually surpassed student self-evaluations, indicating a significant interaction.
    • Correlations between student and tutor evaluations improved from .49 to .84, with diminishing oscillations over time.

    Conclusions:

    • The observed pattern suggests a negotiation process between students and tutors.
    • The diminishing oscillations in interobserver correlations indicate a convergence of perspectives.
    • Findings imply that the observed changes reflect a dynamic interaction rather than solely an improvement in student self-evaluation accuracy.