Zubin Austin1, Paul A M Gregory. 1. Leslie Dan Faculty of Pharmacy, University of Toronto, ON M5S 3M2. zubin.austin@utoronto.ca
Abstract
OBJECTIVES: To evaluate the accuracy of self-assessment skills of senior-level bachelor of science pharmacy students. METHODS: A method proposed by Kruger and Dunning involving comparisons of pharmacy students' self-assessment with weighted average assessments of peers, standardized patients, and pharmacist-instructors was used. RESULTS: Eighty students participated in the study. Differences between self-assessment and external assessments were found across all performance quartiles. These differences were particularly large and significant in the third and fourth (lowest) quartiles and particularly marked in the areas of empathy, and logic/focus/coherence of interviewing. CONCLUSIONS: The quality and accuracy of pharmacy students' self-assessment skills were not as strong as expected, particularly given recent efforts to include self-assessment in the curriculum. Further work is necessary to ensure this important practice competency and life skill is at the level expected for professional practice and continuous professional development.
OBJECTIVES: To evaluate the accuracy of self-assessment skills of senior-level bachelor of science pharmacy students. METHODS: A method proposed by Kruger and Dunning involving comparisons of pharmacy students' self-assessment with weighted average assessments of peers, standardized patients, and pharmacist-instructors was used. RESULTS: Eighty students participated in the study. Differences between self-assessment and external assessments were found across all performance quartiles. These differences were particularly large and significant in the third and fourth (lowest) quartiles and particularly marked in the areas of empathy, and logic/focus/coherence of interviewing. CONCLUSIONS: The quality and accuracy of pharmacy students' self-assessment skills were not as strong as expected, particularly given recent efforts to include self-assessment in the curriculum. Further work is necessary to ensure this important practice competency and life skill is at the level expected for professional practice and continuous professional development.
Entities:
Keywords:
assessment; continuous professional development; evaluation; pharmacy student; self-assessment
Authors: David A Davis; Paul E Mazmanian; Michael Fordis; R Van Harrison; Kevin E Thorpe; Laure Perrier Journal: JAMA Date: 2006-09-06 Impact factor: 56.272