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dc.contributor.authorMattheos, Nikos
dc.contributor.authorNattestad, Anders
dc.contributor.authorNilsson, Eva Falk
dc.contributor.authorAttstrom, Rolf
dc.date.accessioned2017-05-03T15:18:15Z
dc.date.available2017-05-03T15:18:15Z
dc.date.issued2004
dc.date.modified2010-08-16T06:49:54Z
dc.identifier.issn03080110
dc.identifier.doi10.1046/j.1365-2923.2004.01788.x
dc.identifier.urihttp://hdl.handle.net/10072/33502
dc.description.abstractBACKGROUND: The ability to self-assess one's competence is a crucial skill for all health professionals. The interactive examination is an assessment model aiming to evaluate not only students' clinical skills and competence, but also their ability to self-assess their proficiency. METHODS: The methodology utilised students' own self-assessment, an answer to a written essay question and a group discussion. Students' self-assessment was matched to the judgement of their instructors. As a final task, students compared their own essay to one written by an "expert". The differences pointed by students in their comparison documents and the accompanying arguments were analysed and categorised. Students received individual feedback on their performance and learning needs. The model was tested on 1 cohort of undergraduate dental students (year 2001, n = 52) in their third semester of studies, replacing an older form of examination in the discipline of clinical periodontology. RESULTS: Students' acceptance of the methodology was very positive. Students tended to overestimate their competence in relation to the judgement of their instructors in diagnostic skills, but not in skills relevant to treatment. No gender differences were observed, although females performed better than males in the examination. Three categories of differences were observed in the students' comparison documents. The accompanying arguments may reveal students' understanding and methods of prioritising. CONCLUSIONS: Students tended to overestimate their competence in diagnostic rather than treatment skills. The interactive examination appeared to be a convenient tool for providing deeper insight into students' ability to prioritise, self-assess and steer their own learning.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherBlackwell Publishing Ltd
dc.publisher.placeUK
dc.relation.ispartofpagefrom378
dc.relation.ispartofpageto379
dc.relation.ispartofissue4
dc.relation.ispartofjournalMedical Education
dc.relation.ispartofvolume38
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classified
dc.subject.fieldofresearchMedical and Health Sciences
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchPsychology and Cognitive Sciences
dc.subject.fieldofresearchcode130299
dc.subject.fieldofresearchcode11
dc.subject.fieldofresearchcode13
dc.subject.fieldofresearchcode17
dc.titleThe interactive examination: assessing students’ self-assessment ability
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.date.issued2004
gro.hasfulltextNo Full Text
gro.griffith.authorMatthaios, Nikos


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