The DOI matches its Crossref record; 15 of the 16 references it cites were found in a registry or an index.
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 [125].”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [125]
Citations
Cites
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1 of the 16 references couldn’t be matched to a known paper.
Research works printed but not linked: 4
- Borkowski, J.G. & Krause, A.J. (1985). Metacognition and attributional beliefs. Proceedings of the XXIII International Congress of Psychology, G. d'Yberville. Amsterdam: Elsevier.
- DesMarchais, J.E. & Hivon, R. (1994). A 'student-centered' educational programme. Theorical considerations. Annals of Community-Oriented Education 7: 63–71.
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Winter, H., & Rees-Lee, J. E. (2020) · Journal of Surgical Simulation · doi:10.1102/2051-7726.2019.0008
Rübsam, M.-L., Orsson, D., Metelmann, B., Orsson, J., Hahnenkamp, K., & Metelmann, C. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04823-y
Metadata
- 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
- Social Sciences › Education › 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
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