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A qualitative exploration of how students self‐assess anatomy performance
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.532.3
Subject(s) - summative assessment , demographics , medical education , context (archaeology) , self assessment , psychology , qualitative property , qualitative research , mathematics education , formative assessment , medicine , pedagogy , computer science , paleontology , social science , demography , machine learning , sociology , biology
This qualitative study explores how students self‐assess their performance on anatomy examinations. 84 first and second year medical students completed an online questionnaire following summative anatomy examinations. Students entered a numerical predication of their grades for the anatomy practical exam and written exam. In addition, students provided free‐text justifications for their predications. Justifications were analysed using a grounded‐theory based approach. When self‐assessing, students employ a multi‐faceted approach. The major considerations offered by our students included; their exam technique, their knowledge of course content and the standards required to pass, their performance in relation to that of their peers’ and their previous experience, education and exam performance. Further analysis is underway to determine whether the strategies employed differ across students’ self‐assessment abilities and demographics. Our data provides a unique insight into how students’ self‐assessments are complex and often informed by their experiences prior to medical school. This presents a challenge for faculty as factors out with the immediate learning context appear to impact on students’ ability to reflect on their performance. Further insight into students’ self‐assessment techniques will enable faculty to provide targeted support, particularly within anatomy. Grant Funding Source : Internal funding