Self-Assessment in Medical Practice
Open accessAbstract
Although assessment of performance will be central to revalidation, to clinical governance and to maintenance of quality in the National Health Service, formal appraisal by a third party will be no more than an annual event for most medical staff.To be fully effective doctors should assess their own clinical performance more frequently, but many lack training in how to do this.Self-assessment is also a valuable exercise in its own right.Benefits include increased morale and motivation as well as improvements in knowledge, communication and performance 1 .This paper sets out the case for devoting more time to the teaching of self-assessment skills. WHAT IS SELF-ASSESSMENT?According to Antonelli 2 , 'self-assessment of knowledge and accuracy of skill performance is essential to the practice of medicine and self-directed life-long learning'.The emphasis on life-long learning is important.In medicine, as in many other professions, individuals are now responsible for determining their own continuing professional development (CPD); and a successful CPD programme demands awareness of remediable weaknesses through continual self-appraisal.Boud 3 defines self-assessment as 'the act of judging ourselves and making decisions about the next step.'An important principle is that assessment must be followed by action (i.e.assessment is not an end in itself).Equally important is Boud's 3 assertion that assessment can be conducted only against benchmarks or criteria.Brown, Bull and Pendlebury 4 make a further distinction between different forms of self-assessment.On the one hand the process may be linked to competency and formal appraisal, with relevance to public issues of accountability, surveillance and control.On the other hand, the emphasis may be on personal development through reflection.Brown and coworkers suggest that these different emphases produce tensions and confusion both in the published work and in practice.The competency approach is useful for demonstrating particular skills, whereas the developmental approach aids understanding and knowledge and encourages personal and professional growth.
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Self-assessment supports the development of clinical skills, accountability, and a well-grounded understanding of professional standards.
“By encouraging learners to evaluate their own progress and reflect critically on their performance, self-assessment supports the development of clinical skills, accountability, and a well-grounded understanding of professional standardsskills essential for success in medical education and practice [123,126].”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [123]
Approaches such as selecting appropriate content, providing explicit assessment criteria, encouraging feedback-seeking behaviors, supporting a growth mindset, and offering high-quality feedback improve the accuracy of self-assessment and promote deeper engagement with reflection and meaningful action.
“These approaches not only improve the accuracy of self-assessment but also promote deeper engagement with reflection and more meaningful action in response to feedback [123-125].”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [123]
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Effect of self‐assessment in a removable prosthodontics preclinical course on skills and competence
Saadé, J.-M., El‐Khatib, W., Chedid, N. R., Makzoumé, J. E., El‐Halabi, M. T., & El‐Hage, F. (2021) · Journal of Dental Education · doi:10.1002/jdd.12821 · Cited by 3 · see citing works
Adisa, O., Tyrrell, K., & Allen, K. (2025) · Cochrane Evidence Synthesis and Methods · doi:10.1002/cesm.70019 · Cited by 2 · see citing works
Kornmehl, D. L., & Ohyama, H. (2024) · Journal of Dental Education · doi:10.1002/jdd.13765 · Cited by 2 · see citing works
Ho, J. Y., Tuang, V., Teo, D. B. S., & Ponnamperuma, G. G. (2023) · Annals of the Academy of Medicine Singapore · doi:10.47102/annals-acadmedsg.2022457 · Cited by 2 · see citing works
Writing Collaboratively in Medical Education
Minor, S., & Stumbar, S. E. (2022) · Medical Science Educator · doi:10.1007/s40670-022-01503-2 · Cited by 1 · see citing works
Value of self-assessment as a learning tool in dental education and practice: A descriptive study
Sangappa, S. B., & Madhavi, R. (2021) · Indian Journal of Health Sciences and Biomedical Research (KLEU) · doi:10.4103/kleuhsj.kleuhsj_37_21 · Cited by 1 · see citing works
Self-Assessment dalam Kegiatan Diskusi Problem-Based Learning Fakultas Kedokteran: Kajian Naratif
Feri, R., Marcellus Simadibrata, K., & Jusuf, A. (2015) · Jurnal Pendidikan Kedokteran Indonesia The Indonesian Journal of Medical Education · doi:10.22146/jpki.25284 · Cited by 1 · see citing works
Chromosomal and Genetic Problems: Giving Feedback to Parents
Webb, D., & Lomax, A. (2011) · doi:10.1002/9781444341928.ch10 · Cited by 1 · see citing works
Practice of Self Assessment by Undergraduate Dental Students In Academic Study
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The Operating Room as a Classroom: a New Approach to Skills Assessment and Training in Surgery
Bonrath, E. M. (2015) · TSpace (University of Toronto)
Continuing Professional Development and Core Curricula: A View from the USA
Nusbaum, N. J. (2008) · Education for Primary Care · doi:10.1080/14739879.2008.11493681
RESEARCH ARTICLES Multiple Rubric-based Assessments of Student Case Presentations
Franks, A. M., & Stowe, C. D. (2008)
Bahelah, S. O., Bahelah, R. A., Bahelah, M., & Albatineh, A. N. (2015)
Somoza, M. J., & Domínguez, R. O. (2020) · Neurología Argentina · doi:10.1016/j.neuarg.2020.01.005
Narayanan, A., Greco, M. J., Janamian, T., Fraser, T. A., & Archer, J. C. (2022) · BMC Medical Education · doi:10.1186/s12909-022-03560-y
Validity of Medical Students Self-Assessment of Proficiency in Clinical Long Case Examination
Tahir, A. I. B. M., Shariffuddin, F. Y., Lichyn, L., Ng, L.-Y., Ling, W., Nagandla, K., & Idris, N. (2022) · Malaysian Journal of Medicine and Health Sciences · doi:10.47836/mjmhs.18.5.7 · Cited by 1 · see citing works
Saputra, A. R. B., Munawaroh, S., & Hermasari, B. K. (2024) · Plexus Medical Journal · doi:10.20961/plexus.v2i6.850
Psychometric Analysis of Disrespect and Abuse Scale
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- Authors
- Evans, A. W., Mckenna, C., & Oliver, M.
- Affiliations
- University College London (GB)
- ORCID
- Venue
- Journal of the Royal Society of Medicine
- Publisher
- SAGE Publications
- Published
- 2002-10
- Volume
- 95
- Issue
- 10
- Pages
- 511-513
- ISSN
- 0141-0768 (ISSN-L)
- 1758-1095
- PMC
- PMC1279183
- OpenAlex
- W2113871076
- Cited by
- 110
- References
- 21
- Citations by year
- 2026: 3 · 2025: 7 · 2024: 7 · 2023: 10 · 2022: 11 · 2021: 4 · 2020: 7 · 2019: 4 · 2018: 6 · 2017: 4 · 2016: 3 · 2015: 6 · 2014: 4 · 2013: 4 · 2012: 3
- FWCI
- 1.73
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of the Royal Society of Medicine (publishedVersion)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- UCL Discovery (University College London) (submittedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
- Health Sciences › Health Professions › General Health Professions › Primary Care and Health Outcomes
- Keywords
- self-assessment, revalidation, clinical governance, medical education, National Health Service
- MeSH terms
- Career Mobility, Clinical Competence, Education, Medical, Continuing, Humans, Self-Assessment
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