Jul 2026· Research and Development in Medical Education· 0 citations· 32 references
TL;DR
The study found moderate reliability in the knowledge domain but poor to no reliability in the attitude and psychomotor domains, with self and peer assessments tending to overestimate performance.
Abstract
Introduction: In Competency-Based Medical Education, formative assessments are integrated throughout the curriculum to offer continuous feedback, promoting self-regulatory learning and helping learners to identify the areas for improvement. Peer and self-assessment play a crucial role in CBME by fostering collaboration, self-reflection, critical thinking, and professionalism. Assess the reliability of peer and self-assessment across different learning domains in a CBME framework for formative assessment. Methods: This observational study, conducted from January 2024 to December 2024 at a Government Tertiary Care Hospital, involved a universal sampling method with 100 second-year medical students. Assessments addressed knowledge through assignments, psychomotor skills through vitals and systemic exams, and affective skills through communication and interpersonal abilities. Evaluations by peers, self, and faculty were conducted using an internally validated tool, with anonymity maintained throughout. Results: Participants were aged 18–21 with a male-to-female ratio of 1:1.2. ANOVA tests showed no significant difference in knowledge scores between self, peer, and faculty assessments (ICC=0.708; P=0.106). Significant differences were found in psychomotor (P=0.001; ICC=0.483) and attitude (P=0.001; ICC=0.234) domains, with students and peers overestimating or underestimating performance. Bland–Altman plots confirmed good agreement for knowledge, moderate for psychomotor, and poor for attitude between self, peer, and faculty ratings. Conclusion: The study found moderate reliability in the knowledge domain but poor to no reliability in the attitude and psychomotor domains, with self and peer assessments tending to overestimate performance. These findings underscore the need for more training and structured assessment strategies to enhance the accuracy and consistency of self- and peer-assessment in medical education.
The study demonstrated that medical undergraduates possessed moderate level of self-directed learning abilities, with strong learning motivation but comparatively lower scores in planning and implementation.
P. Preethi, Uday Narlawar, Surya Kannan et al.· International Journal of Com...· 0 citations
Introduction Effective communication is a core competency in medical practice, supporting patient relationships, treatment adherence, and clinical outcomes. Developing both skills and confidence is a central goal of medical education. Self-assessment, guided reflection, and exemplar-based feedback are promising strategies to enhance competence and self-regulation. Yet, evidence on medical students’ accuracy in self-evaluating communication remains limited. This study examined calibration of self-assessed communication performance, potential gender differences, impact of feedback strategies, and changes over time. Method We analyzed data from 78 students in a larger study who completed self-evaluation of their communication with a virtual patient. Participants engaged with eight video-based clinical vignettes targeting two communication competencies: providing clear, relevant information and responding to patient emotions. For each vignette, students recorded an initial response, reviewed exemplar feedback, completed a self-evaluation (with or without reflection prompts), and re-recorded their response. Communication behaviors were scored using an AI-based system validated against expert ratings. Mixed-effects regression models tested linear and quadratic effects of actual performance on self-assessed behaviors. Gender, experimental condition, and time (T1 vs. T2) were included as moderators to examine differences and changes in calibration. Results Students consistently overestimated their performance at low actual ability levels (intercept significantly greater than zero: t(154) = 13.48, p < .001, d = 1.53) and underestimated at higher levels (slope significantly less than one: t(148) = −9.99, p < .001, d = −1.13). The quadratic term did not improve model fit. No significant gender differences or improvements in calibration over time or feedback condition were observed. Conclusion Medical students show systematic miscalibration in self-assessed communication, even when engaging in structured self-evaluation and exemplar-based reflection. These findings highlight the importance of instructional strategies that actively promote comparison with high-quality exemplars and guided reflection. Integrating these approaches may reduce miscalibration, strengthen communication skills, and better prepare students for the interpersonal demands of clinical practice.
Anastasiya A. Lipnevich, Andrew Houriet, A. D'Addario et al.· Journal of Medical Education...· 0 citations
Background: Self-directed learning (SDL) is a fundamental component of competency-based medical education (CBME), enabling students to develop lifelong learning skills, critical thinking, and professional autonomy. Successful implementation of SDL depends largely on learners' readiness to engage in independent learning. This study aimed to assess self-directed learning readiness among first-year MBBS students using the Self-Rating Scale for Self-Directed Learning (SRSSDL).
Materials and Methods: A descriptive cross-sectional study was conducted among 103 first-year MBBS students at a rural medical college in Bengaluru, Karnataka, India, over a three-month period. Universal sampling was employed. Data were collected using the validated 60-item SRSSDL questionnaire, which evaluates five domains: awareness, learning strategies, learning activities, evaluation, and interpersonal skills. Descriptive statistics were expressed as mean, standard deviation, median, interquartile range, frequencies, and percentages. The association between gender and SDL readiness was assessed using the Chi-square test, with statistical significance set at p < 0.05.
Results: The mean overall SRSSDL score was 231.2 ± 21.8, indicating high readiness for self-directed learning. Overall, 76 (73.8%) students demonstrated high SDL readiness, while 27 (26.2%) exhibited moderate readiness; none had low readiness. Female students had a marginally higher mean SRSSDL score than male students (231.9 ± 21.7 vs. 230.4 ± 22.1), although the association between gender and SDL readiness was not statistically significant (p = 0.47). Among the five domains, interpersonal skills demonstrated the highest mean score (47.0 ± 5.6), whereas evaluation recorded the lowest (45.6 ± 5.9).
Conclusion: First-year MBBS students demonstrated predominantly high readiness for self-directed learning, supporting the implementation of CBME. Targeted educational interventions focusing on reflective practice and self-evaluation may further strengthen SDL competencies and promote lifelong learning among future medical professionals.
Key words: Education, Medical, Undergraduate; Self-Directed Learning; Students, Medical; Competency-Based Education; Educational Measurement; Learning.
Ashok J, R. Dhar, Ramya Mp· International Journal of Hea...· 0 citations
There is a need for better scaffolding, intentional communication skills intervention, and gender-sensitive approaches in PBL, as no significant changes in self-reported critical thinking or perceived competence in interpersonal communication are found.
B. A. Abugri, Patience K Gaa, S. E. Kpebu et al.· Teaching and learning in med...· 0 citations
The AACDS's 40-item attitude/barrier core demonstrates robust, multi-method psychometric validation for assessing MBBS students' engagement with CBME documentation requirements, and is, to the authors' knowledge, the first instrument to jointly capture attitudes, barriers, and preferences across assignments, SDL, and logbook documentation while linking self-report data to objective institutional records.
Revathi Krishnakumar, Anbarasi Muthusamy, R. Gajendran· Adolescência e Saúde· 0 citations
BACKGROUND
Self-assessment and peer assessment in nursing education promotes students' metacognition, clinical judgment skills, and communication. However, minimal research has examined the relationship between self-assessment and peer assessment of clinical judgment.
METHOD
An explanatory sequential mixed-methods design examined the relationship between self-assessment and peer assessment in simulation among senior undergraduate nursing students (N = 32). Pearson correlation and linear regression assessed score consistency, while qualitative thematic analysis identified factors influencing quantitative results.
RESULTS
A small, nonsignificant positive correlation was found between self-assessment and peer assessment scores. Three themes emerged from the qualitative data: uncertainty, accountability, and communication.
CONCLUSION
Findings indicated a modest alignment between self-assessment and peer assessment of clinical judgment, with uncertainty emerging as a barrier to assessments. Ongoing engagement with these strategies enhances familiarity with assessment processes and supports metacognition, accountability, and team communication, underscoring importance of their integration in nursing curriculum to promote practice readiness.
Melody D. Reibel, J. Wheeler, G. Brooks· The Journal of Nursery Educa...· 0 citations
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