Accuracy of Student Self-Assessment Ability Compared to Their Own Performance in a Problem-Based Learning Medical Program: A Correlation Study
Abstract
Objective The purpose of this study was to evaluate the accuracy of self-assessment ability of students enrolled in a Problem-based Learning program.Methods Seventy students enrolled in their third year of a four-year program were invited to voluntarily participate in the study. Self-assessment questionnaire was used to measure the students' self-assessment ability on two different occasions: 1) prior to standardised oral examination in predicting their performance, and 2) following the examination estimating their performance. The accuracy of the self-assessment was investigated by the relation between self-assessment and performance of the students.Results Our study showed that self-assessment pre-examination was not accurate compared to performance at the oral examination (r ranging from 0.042 to 0.243). However, accuracy is slightly better when the student self-assesses his performance a posteriori, but the relation stays very low (r ranging from 0.257 to 0.334).Conclusion According to our results, the students in the third year of a self-directed Problem-based Learning medical four year program demonstrated poor accuracy of the self-assessment when compared to their own performance.
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One single study found a poor accuracy of the students' self-assessment when compared to their own performance.
“One single study found a poor accuracy of the students’ self-assessment when compared to their own performance [125].”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [125]
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- Authors
- Tousignant, M., & DesMarchais, J. E.
- Affiliations
- University of Ottawa (CA)
- ORCID
- Tousignant, M.
- Venue
- Advances in Health Sciences Education
- Published
- 2002-01
- Volume
- 7
- Issue
- 1
- Pages
- 19-27
- ISSN
- 1382-4996 (ISSN-L)
- 1573-1677
- OpenAlex
- W2162457147
- Cited by
- 103
- References
- 16
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 2 · 2023: 3 · 2022: 5 · 2021: 3 · 2020: 7 · 2019: 2 · 2018: 4 · 2017: 7 · 2016: 4 · 2015: 4 · 2014: 7 · 2013: 8 · 2012: 4
- FWCI
- 4.58
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Advances in Health Sciences Education (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Université de Sherbrooke
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Education › Problem and Project Based Learning
- Social Sciences › Education › Student Assessment and Feedback
- Keywords
- self-assessment, self-assessment accuracy, problem-based learning, medical students, oral examination, self-directed learning, student performance prediction, self-efficacy
- MeSH terms
- Adult, Curriculum, Education, Medical, Undergraduate, Educational Measurement, Humans, Self-Evaluation Programs, Problem-Based Learning
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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