Myth or Reality: Self-Assessment Is Central to Effective Curriculum in Anatomical Pathology Graduate Medical Education
Self-assessment, a personal evaluation of one’s professional attributes and abilities against a perceived norm, has frequently been cited as a necessary component of self-directed learning and the maintenance of competency within regulated health professions, including the medical professions. Howev...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2021-05-01
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| Series: | Academic Pathology |
| Online Access: | https://doi.org/10.1177/23742895211013528 |
| _version_ | 1828044420429119488 |
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| author | Fang-I Lu MD Susan Glover Takahashi MA, PhD Carolyn Kerr DVM, DVSc, PhD |
| author_facet | Fang-I Lu MD Susan Glover Takahashi MA, PhD Carolyn Kerr DVM, DVSc, PhD |
| author_sort | Fang-I Lu MD |
| collection | DOAJ |
| description | Self-assessment, a personal evaluation of one’s professional attributes and abilities against a perceived norm, has frequently been cited as a necessary component of self-directed learning and the maintenance of competency within regulated health professions, including the medical professions. However, education research literature has consistently shown uninformed personal global assessment of performance to be inaccurate in a variety of contexts, and have limited value in a workplace-based curriculum. Incorporating known standards of performance with internal and external data on the performance improves a learner’s ability to accurately self-assess. Selecting content suitable for self-assessment, providing explicit assessment standards, encouraging feedback-seeking behaviors, supporting a growth mindset, and providing quality feedback in a supportive context are all strategies that can support learner self-assessment, learner engagement in reflection, and action on feedback in Anatomical Pathology graduate medical education. |
| first_indexed | 2024-04-10T17:56:30Z |
| format | Article |
| id | doaj.art-b24da36963ee40b5bc192cc703546787 |
| institution | Directory Open Access Journal |
| issn | 2374-2895 |
| language | English |
| last_indexed | 2024-04-10T17:56:30Z |
| publishDate | 2021-05-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Academic Pathology |
| spelling | doaj.art-b24da36963ee40b5bc192cc7035467872023-02-02T18:05:56ZengElsevierAcademic Pathology2374-28952021-05-01810.1177/23742895211013528Myth or Reality: Self-Assessment Is Central to Effective Curriculum in Anatomical Pathology Graduate Medical EducationFang-I Lu MD0Susan Glover Takahashi MA, PhD1Carolyn Kerr DVM, DVSc, PhD2 Department of Laboratory Medicine and Pathobiology, University of Toronto, Toronto, Toronto, Ontario, Canada Postgraduate Medical Education, Department of Family and Community Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada Ontario Veterinary College, University of Guelph, Guelph, Ontario, CanadaSelf-assessment, a personal evaluation of one’s professional attributes and abilities against a perceived norm, has frequently been cited as a necessary component of self-directed learning and the maintenance of competency within regulated health professions, including the medical professions. However, education research literature has consistently shown uninformed personal global assessment of performance to be inaccurate in a variety of contexts, and have limited value in a workplace-based curriculum. Incorporating known standards of performance with internal and external data on the performance improves a learner’s ability to accurately self-assess. Selecting content suitable for self-assessment, providing explicit assessment standards, encouraging feedback-seeking behaviors, supporting a growth mindset, and providing quality feedback in a supportive context are all strategies that can support learner self-assessment, learner engagement in reflection, and action on feedback in Anatomical Pathology graduate medical education.https://doi.org/10.1177/23742895211013528 |
| spellingShingle | Fang-I Lu MD Susan Glover Takahashi MA, PhD Carolyn Kerr DVM, DVSc, PhD Myth or Reality: Self-Assessment Is Central to Effective Curriculum in Anatomical Pathology Graduate Medical Education Academic Pathology |
| title | Myth or Reality: Self-Assessment Is Central to Effective Curriculum in Anatomical Pathology Graduate Medical Education |
| title_full | Myth or Reality: Self-Assessment Is Central to Effective Curriculum in Anatomical Pathology Graduate Medical Education |
| title_fullStr | Myth or Reality: Self-Assessment Is Central to Effective Curriculum in Anatomical Pathology Graduate Medical Education |
| title_full_unstemmed | Myth or Reality: Self-Assessment Is Central to Effective Curriculum in Anatomical Pathology Graduate Medical Education |
| title_short | Myth or Reality: Self-Assessment Is Central to Effective Curriculum in Anatomical Pathology Graduate Medical Education |
| title_sort | myth or reality self assessment is central to effective curriculum in anatomical pathology graduate medical education |
| url | https://doi.org/10.1177/23742895211013528 |
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