Trainees' Perspectives on the Assessment and Self-Assessment of Surgical Skills

Autor/inn/en	Evans, A. W.; McKenna, C.; Oliver, M.
Titel	Trainees' Perspectives on the Assessment and Self-Assessment of Surgical Skills
Quelle	In: Assessment and Evaluation in Higher Education, 30 (2005) 2, S.163-174 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Dental Schools; Rating Scales; Self Evaluation (Individuals); Evaluation Methods; Student Evaluation; Medical Students; Surgery; Dentistry; Graduate Students; Student Attitudes; Peer Evaluation; Feedback + Suchen Sie Ihr Suchwort? Rating-Skala; Schulnote; Studentische Bewertung; Chirurgie; Zahnmedizin; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten
Abstract	Self-assessment is argued to be valuable educationally and is being advocated through policies for wider adoption within medical practice. However, students are often reluctant to self-assess and little research has examined the reasons for this. This study explored the perceptions of trainees and postgraduates on assessment and self-assessment of surgical skills. Data were collected through semi-structured interviews conducted with six trainees and postgraduate students in Oral Surgery. They had previously been assessed, and self-assessed themselves for the first time, while surgically removing a mandibular third molar tooth. Assessments were judged against both an objective checklist scale and a global rating scale. Eight themes were identified and trainees' comments on these themes analysed. The themes identified were assessment and stress, pressure to over- or under-score, the impact of self-assessment on learning, reflection and performance, confidence and the necessity of preparation, acceptability of the scales and criteria used, feedback, and the acceptability of self-assessment. In conclusion we need to instill in our trainees a culture whereby they feel capable of and comfortable making judgements about their own performance and giving and receiving constructive assessment from their peers. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10