“Directed” self-assessment: Practice and feedback within a social context
Abstract
INTRODUCTION: Accurate self-assessment appears to be difficult and, some would propose, even impossible. Recent reviews suggest that peer assessment may be more accurate and that multisource feedback (MSF) may inform self-assessment. We had conducted a series of studies of family physicians in an MSF program including assessments from patients, medical colleagues, and coworkers and self-assessment. Using this body of research, this article explores self-assessment within the social context of multisource feedback and investigates the influence of feedback from peers and others upon self-assessment. METHODS: This is a review article in which we synthesized findings of the series of studies with respect to self-assessment, used conclusions to propose a model for self-assessment within a social context, and suggest practical and research implications. RESULTS: Physicians compared peers' and others' assessment feedback with global self-perceptions of performance. Negative feedback, especially from medical colleagues, that was inconsistent with self-perceptions was not readily reconciled with self-assessments. Multiple internal and environmental factors influenced reconciliation and assimilation of negative feedback. Reflection upon feedback and self-perceptions appeared to be instrumental to reconciliation, and reflection could be facilitated. DISCUSSION: We propose a model of "directed" self-assessment to facilitate the integration of external feedback, especially negative feedback, with self-perceptions and enable its use for practice improvement. Implications for education and research include increasing understanding of ways physicians assimilate external feedback and of the role of educators as facilitators of "directed" self-assessment and self-learning to assist physicians in integrating external feedback.
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The extent to which feedback is deemed valuable is dependent, in part, on the degree to which the feedback can be reconciled with one's self-assessments.
“the extent to which feedback is deemed valuable is dependent, in part, on the degree to which the feedback can be reconciled with one’s self-assessments (Sargeant et al. 2008).”
From Factors influencing responsiveness to feedback: On the interplay between fear, confidence, and reasoning processes. (2012) · cites this paper as Sargeant et al. 2008
Feedback is part of a social interaction influenced by culture, values, expectations, personal histories, relationships, and power.
“Feedback is part of a social interaction influenced by culture, values, expectations, personal histories, relationships, and power.”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [3]
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- Authors
- Sargeant, J., Mann, K., van der Vleuten, C., & Metsemakers, J.
- Affiliations
- Dalhousie University (CA)
- Maastricht University (NL)
- ORCID
- Sargeant, Joan
- Venue
- Journal of Continuing Education in the Health Professions
- Published
- 2008
- Volume
- 28
- Issue
- 1
- Pages
- 47-54
- ISSN
- 0894-1912 (ISSN-L)
- OpenAlex
- W2118524490
- Cited by
- 158
- References
- 38
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 5 · 2023: 7 · 2022: 10 · 2021: 9 · 2020: 6 · 2019: 9 · 2018: 11 · 2017: 10 · 2016: 12 · 2015: 10 · 2014: 12 · 2013: 16 · 2012: 15
- FWCI
- 1.11
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Continuing Education in the Health Professions (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Education › Student Assessment and Feedback
- Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
- Keywords
- self-assessment, multisource feedback, peer assessment, general practitioners, negative feedback, self-perception, reflection, feedback integration, practice improvement, physician training, self-learning
- MeSH terms
- Clinical Competence, Education, Medical, Continuing, Humans, Learning, Self-Assessment, Self-Evaluation Programs, Models, Educational, Peer Review, Health Care, Feedback, Psychological
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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