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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
The Challenge of Problem-based Learning
Boud, D. J., & Feletti, G. I. (2013) · Routledge eBooks · doi:10.4324/9781315042039 · Cited by 1,754
Problem‐based learning: rationale and description
Schmidt, H. G. (1983) · Medical Education · doi:10.1111/j.1365-2923.1983.tb01086.x · Cited by 1,267
Problem-based learning: have the expectations been met?
Berkson, L. (1993) · Academic Medicine · doi:10.1097/00001888-199310000-00053 · Cited by 430
Self-Directed Learning: Critical Practice
Owen, M., Hammond, M., & Collins, R. (1992) · Canadian Journal of Education / Revue canadienne de l éducation · doi:10.2307/1495450 · Cited by 219
Medical studentsʼ clinical self-assessments
Woolliscroft, J. O., Tenhaken, J. D., Smith, J. M., & Calhoun, J. G. (1993) · Academic Medicine · doi:10.1097/00001888-199304000-00016 · Cited by 170
Self-evaluation in undergraduate medical education
Arnold, L., Willoughby, T. L., & Calkins, E. V. (1985) · Academic Medicine · doi:10.1097/00001888-198501000-00004 · Cited by 121
Peer and self assessment during problem-based tutorials
Sullivan, M. E., Hitchcock, M. A., & Dunnington, G. L. (1999) · The American Journal of Surgery · doi:10.1016/s0002-9610(99)00006-9 · Cited by 109
From traditional to problem‐based learning: a case report of complete curriculum reform
Marchais, J. E. D., Bureau, M. A., Dumais, B., & PIGEON, G. (1992) · Medical Education · doi:10.1111/j.1365-2923.1992.tb00153.x · Cited by 107
Self and tutor evaluations in problem‐based learning tutorials: is there a relationship?
Das, M., Mpofu, Dunn, & Lanphear (1998) · Medical Education · doi:10.1046/j.1365-2923.1998.00217.x · Cited by 76
Performance rating scale for peer and self assessment 1
Linn, B. S., Arostegui, M., & Zeppa, R. (1975) · Medical Education · doi:10.1111/j.1365-2923.1975.tb01902.x · Cited by 68
Marchais, J. E. D., & Vu, N. V. (1996) · Academic Medicine · doi:10.1097/00001888-199603000-00021 · Cited by 49
Interviewing skills: self‐evaluation by medical students
Farnill, D., Hayes, S. C., & Todisco, J. (1997) · Medical Education · doi:10.1111/j.1365-2923.1997.tb02470.x · Cited by 38
Self-assessment in Problem-based Groups
Rezler, A. G. (1989) · Medical Teacher · doi:10.3109/01421598909146318 · Cited by 33
Student evaluation in obstetrics and gynecology: self- versus departmental assessment.
Herbert, W. N. P., McGaghie, W. C., Droegemueller, W., Riddle, M. H., & Maxwell, K. L. (1990) · PubMed · Cited by 18
Excerpts from Physicians for the Twenty-First Century
Müller, S. (1984) · Annals of Internal Medicine · doi:10.7326/0003-4819-101-6-870 · Cited by 12
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.
- Hammond, M. & Collins, R. (1991). Self-Directed Learning: Critical Pratice. London: Kogan-Page.
- Noël, B. (1991). La Métacognition. Bruxelles: De Boek.
Cited by
Sorted by citations
Self-Assessment of Knowledge: A Cognitive Learning or Affective Measure?
Sitzmann, T., Ely, K., Brown, K. G., & Bauer, K. N. (2010) · Academy of Management Learning and Education · doi:10.5465/amle.9.2.zqr169 · Cited by 514
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2022) · BMC Medical Education · doi:10.1186/s12909-022-03154-8 · Cited by 473
Colthart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J. C., & McKinstry, B. (2008) · Medical Teacher · doi:10.1080/01421590701881699 · Cited by 385
Medical students’ self-assessment of performance: Results from three meta-analyses
Blanch‐Hartigan, D. (2010) · Patient Education and Counseling · doi:10.1016/j.pec.2010.06.037 · Cited by 342
The Concept of eHealth Literacy and Its Measurement: German Translation of the eHEALS
Soellner, R., Huber, S., & Reder, M. (2014) · Journal of Media Psychology · doi:10.1027/1864-1105/a000104 · Cited by 184
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
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 ›
Are you an author, or do you see a problem with this page? Request a review
