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The ‘Unskilled and unaware’ effect is linear in a real‐world anatomy setting
Author(s) -
Finn Gabrielle Maria,
Sawdon Marina A
Publication year - 2012
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.26.1_supplement.204.5
Subject(s) - medical education , psychology , entrance exam , medicine , curriculum , pedagogy
Self‐assessment ability in medical students and practising physicians is generally poor yet essential for academic progress and professional development. The aim of this study was to determine undergraduate medical students ability to accurately self assess their exam performance in a real‐world, high‐stakes exam setting, something not previously investigated. Medical students (n=199) participated in a self‐assessment exercise. Students predicted their exam score on the anatomy practical exam. Students’ predicted exam scores were correlated with their actual attained exam scores. Demographic data was analysed. A negative correlation was found between students’ predicted and attained exam scores. There was no relationship between the students’ entry status into medical school and self‐assessment ability or between sexes. The number of hours of additional self‐directed learning undertaken did not influence students’ self‐assessment. Our results demonstrate the ‘unskilled and unaware’ phenomenon in a real‐world, higher‐stakes and practice‐related setting. Poor performers over estimated their ability, and conversely, high achievers underestimated their performance. We present evidence of a strong, significant linear relationship between medical students’ ability to self‐assess their performance in an anatomy practical exam, and their actual performance; in a real world setting. Grant Funding Source : Internal funding