Abstract
BACKGROUND: Learning is a complex process that follows predictable patterns. The authors explored whether students' self-assessment of competencies could be used as a measure of learning within medical school. METHOD: Medical students (all grade levels) rated their achievement of competencies at the beginning and end of an academic year. Repeated-measures ANOVA and [eta]2 were used to determine differences. RESULTS: Five hundred thirty-three students participated (response rate = 79.3%). Self-assessment ratings between four grade levels were significant (P < .001, [eta]2 = 0.33), with the steepest difference between MS2 and MS3; professionalism ratings remained relatively stable. The largest percent increase within an academic year occurred between MS1 and MS2, with little increase within MS3 and MS4. CONCLUSIONS: Medical students' self-assessment ratings of competencies indicated differences between grade levels and during an academic year, following a sigmoidal curve. These results have implications for medical education and indicate the need to develop longitudinal measures to track changes in learning.
| Original language | English (US) |
|---|---|
| Journal | Academic Medicine |
| Volume | 83 |
| Issue number | 10 Suppl |
| State | Published - Oct 2008 |
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All Science Journal Classification (ASJC) codes
- Medicine(all)
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Exploring the learning curve in medical education : using self-assessment as a measure of learning. / Thompson, Britta M.; Rogers, John C.
In: Academic Medicine, Vol. 83, No. 10 Suppl, 10.2008.Research output: Contribution to journal › Article
TY - JOUR
T1 - Exploring the learning curve in medical education
T2 - using self-assessment as a measure of learning.
AU - Thompson, Britta M.
AU - Rogers, John C.
PY - 2008/10
Y1 - 2008/10
N2 - BACKGROUND: Learning is a complex process that follows predictable patterns. The authors explored whether students' self-assessment of competencies could be used as a measure of learning within medical school. METHOD: Medical students (all grade levels) rated their achievement of competencies at the beginning and end of an academic year. Repeated-measures ANOVA and [eta]2 were used to determine differences. RESULTS: Five hundred thirty-three students participated (response rate = 79.3%). Self-assessment ratings between four grade levels were significant (P < .001, [eta]2 = 0.33), with the steepest difference between MS2 and MS3; professionalism ratings remained relatively stable. The largest percent increase within an academic year occurred between MS1 and MS2, with little increase within MS3 and MS4. CONCLUSIONS: Medical students' self-assessment ratings of competencies indicated differences between grade levels and during an academic year, following a sigmoidal curve. These results have implications for medical education and indicate the need to develop longitudinal measures to track changes in learning.
AB - BACKGROUND: Learning is a complex process that follows predictable patterns. The authors explored whether students' self-assessment of competencies could be used as a measure of learning within medical school. METHOD: Medical students (all grade levels) rated their achievement of competencies at the beginning and end of an academic year. Repeated-measures ANOVA and [eta]2 were used to determine differences. RESULTS: Five hundred thirty-three students participated (response rate = 79.3%). Self-assessment ratings between four grade levels were significant (P < .001, [eta]2 = 0.33), with the steepest difference between MS2 and MS3; professionalism ratings remained relatively stable. The largest percent increase within an academic year occurred between MS1 and MS2, with little increase within MS3 and MS4. CONCLUSIONS: Medical students' self-assessment ratings of competencies indicated differences between grade levels and during an academic year, following a sigmoidal curve. These results have implications for medical education and indicate the need to develop longitudinal measures to track changes in learning.
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UR - http://www.scopus.com/inward/citedby.url?scp=58149174263&partnerID=8YFLogxK
M3 - Article
C2 - 18820509
AN - SCOPUS:58149174263
VL - 83
JO - Academic Medicine
JF - Academic Medicine
SN - 1040-2446
IS - 10 Suppl
ER -