The DOI matches its Crossref record; 22 of the 22 references it cites were found in a registry or an index.
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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“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]
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“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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Cites
Handbook of research on teaching
Wittrock, M. C. (1986) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 10,630
Teaching For Quality Learning At University
BIGGS, J. B., & Tang, C. S. (1999) · Cited by 7,559
Teasdale, G. M. (2002) · British Journal of Neurosurgery · doi:10.1080/02688690220148815 · Cited by 1,063
Assessing Student Learning in Higher Education
Brown, G. A., Bull, J., & Pendlebury, M. (2013) · Routledge eBooks · doi:10.4324/9781315004914 · Cited by 929
Enhancing Learning Through Self-assessment
Boud, D. J. (2013) · Routledge eBooks · doi:10.4324/9781315041520 · Cited by 929
Assessing Learners in Higher Education
Perry, P., Brown, S. A., & Knight, P. (1995) · British Journal of Educational Studies · doi:10.2307/3121949 · Cited by 692
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Ramsden, P. (1988) · Cited by 676
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Vella, F. (1996) · Biochemical Education · doi:10.1016/0307-4412(96)82523-4 · Cited by 660
Goal and Self-Evaluative Influences During Children’s Cognitive Skill Learning
Schunk, D. H. (1996) · American Educational Research Journal · doi:10.3102/00028312033002359 · Cited by 653
A review of the validity and accuracy of self-assessments in health professions training
Gordon, M. J. (1991) · Academic Medicine · doi:10.1097/00001888-199112000-00012 · Cited by 537
Flagged first, then by citations
Research works printed but not linked: 3
- Brew A., 1999, Assessment Matters in Higher Education.
- Arnold L., 1985, Med Ed, 60, 21
- Entwistle N., 1992, The impact of teaching on learning outcomes in higher education: a literature review.
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Tabibzadeh, N., Mullaert, J., Zafrani, L., Balagny, P., Frija‐Masson, J., Marin, S., Lefort, A., Vidal‐Petiot, E., & Flamant, M. (2020) · Figshare · doi:10.6084/m9.figshare.13266146
Narayanan, A., Greco, M. J., Janamian, T., Fraser, T. A., & Archer, J. C. (2022) · Figshare · doi:10.6084/m9.figshare.20218324
Tabibzadeh, N., Mullaert, J., Zafrani, L., Balagny, P., Frija‐Masson, J., Marin, S., Lefort, A., Vidal‐Petiot, E., & Flamant, M. (2020) · Figshare · doi:10.6084/m9.figshare.13266143
Lertsakulbunlue, S., & Kantiwong, A. (2024) · Figshare · doi:10.6084/m9.figshare.25902285
Narayanan, A., Greco, M. J., Janamian, T., Fraser, T. A., & Archer, J. C. (2022) · Figshare · doi:10.6084/m9.figshare.20218321
A French national remote peer tutoring initiative: the gastroenterology course example
Cosquer, G. L., Pastier, C., Ganne‐Carrié, N., Lefèvre, J. H., Palombi, O., Chevallier, K., Heid-Picard, B., & Degachi, A. (2026) · BMC Medical Education · doi:10.1186/s12909-026-08911-7
Virtual reality as classification aid for acetabular fractures
Schenk, V. K., Dieges, C., Ackermann, D., Menger, M. M., Vogel, C., Histing, T., Herath, S. C., Küper, M. A., Schiltenwolf, A. L., & Audretsch, C. K. (2026) · Die Unfallchirurgie · doi:10.1007/s00113-026-01705-y
Humility in medicine: what, why, and how
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Metadata
- 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
- Social Sciences › Education › Innovations in Medical Education
- Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
- Health Sciences › Medicine › Family Practice › 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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