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Self-assessment and students’ study strategies in a community of clinical practice: A qualitative study

BACKGROUND: Self-assessment is recognized as a necessary skill for lifelong learning. It is widely reported to offer numerous advantages to the learner. The research evaluated the impact of students’ and supervisors’ self-assessment and feedback training on students’ perceptions and practices of sel...

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Autores principales: Al-Kadri, Hanan M., Al-Moamary, Mohamed S., Al-Takroni, Habib, Roberts, Chris, van der Vleuten, Cees P. M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Co-Action Publishing 2012
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3282582/
https://www.ncbi.nlm.nih.gov/pubmed/22355241
http://dx.doi.org/10.3402/meo.v17i0.11204
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author Al-Kadri, Hanan M.
Al-Moamary, Mohamed S.
Al-Takroni, Habib
Roberts, Chris
van der Vleuten, Cees P. M.
author_facet Al-Kadri, Hanan M.
Al-Moamary, Mohamed S.
Al-Takroni, Habib
Roberts, Chris
van der Vleuten, Cees P. M.
author_sort Al-Kadri, Hanan M.
collection PubMed
description BACKGROUND: Self-assessment is recognized as a necessary skill for lifelong learning. It is widely reported to offer numerous advantages to the learner. The research evaluated the impact of students’ and supervisors’ self-assessment and feedback training on students’ perceptions and practices of self-assessment. Moreover, it evaluated the effect of self-assessment process on students’ study strategies within a community of clinical practice. METHODS: We conducted a qualitative phenomenological study from May 2008 to December 2009. We held 37 semi-structured individual interviews with three different cohorts of undergraduate medical students until we reached data saturation. The cohorts were exposed to different contexts while experiencing their clinical years’ assessment program. In the interviews, students’ perceptions and interpretations of ‘self-assessment practice’ and ‘supervisor-provided feedback’ within different contexts and the resulting study strategies were explored. RESULTS: The analysis of interview data with the three cohorts of students yielded three major themes: strategic practice of self-assessment, self-assessment and study strategies, and feedback and study strategies. It appears that self-assessment is not appropriate within a summative context, and its implementation requires cultural preparation. Despite education and orientation on the two major components of the self-assessment process, feedback was more effective in enhancing deeper study strategies. CONCLUSION: This research suggests that the theoretical advantages linked to the self-assessment process are a result of its feedback component rather than the practice of self-assessment isolated from feedback. Further research exploring the effects of different contextual and personal factors on students’ self-assessment is needed.
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spelling pubmed-32825822012-02-21 Self-assessment and students’ study strategies in a community of clinical practice: A qualitative study Al-Kadri, Hanan M. Al-Moamary, Mohamed S. Al-Takroni, Habib Roberts, Chris van der Vleuten, Cees P. M. Med Educ Online Research Article BACKGROUND: Self-assessment is recognized as a necessary skill for lifelong learning. It is widely reported to offer numerous advantages to the learner. The research evaluated the impact of students’ and supervisors’ self-assessment and feedback training on students’ perceptions and practices of self-assessment. Moreover, it evaluated the effect of self-assessment process on students’ study strategies within a community of clinical practice. METHODS: We conducted a qualitative phenomenological study from May 2008 to December 2009. We held 37 semi-structured individual interviews with three different cohorts of undergraduate medical students until we reached data saturation. The cohorts were exposed to different contexts while experiencing their clinical years’ assessment program. In the interviews, students’ perceptions and interpretations of ‘self-assessment practice’ and ‘supervisor-provided feedback’ within different contexts and the resulting study strategies were explored. RESULTS: The analysis of interview data with the three cohorts of students yielded three major themes: strategic practice of self-assessment, self-assessment and study strategies, and feedback and study strategies. It appears that self-assessment is not appropriate within a summative context, and its implementation requires cultural preparation. Despite education and orientation on the two major components of the self-assessment process, feedback was more effective in enhancing deeper study strategies. CONCLUSION: This research suggests that the theoretical advantages linked to the self-assessment process are a result of its feedback component rather than the practice of self-assessment isolated from feedback. Further research exploring the effects of different contextual and personal factors on students’ self-assessment is needed. Co-Action Publishing 2012-02-17 /pmc/articles/PMC3282582/ /pubmed/22355241 http://dx.doi.org/10.3402/meo.v17i0.11204 Text en © 2012 Hanan M. Al-Kadri et al. http://creativecommons.org/licenses/by-nc/3.0/ This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 3.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Research Article
Al-Kadri, Hanan M.
Al-Moamary, Mohamed S.
Al-Takroni, Habib
Roberts, Chris
van der Vleuten, Cees P. M.
Self-assessment and students’ study strategies in a community of clinical practice: A qualitative study
title Self-assessment and students’ study strategies in a community of clinical practice: A qualitative study
title_full Self-assessment and students’ study strategies in a community of clinical practice: A qualitative study
title_fullStr Self-assessment and students’ study strategies in a community of clinical practice: A qualitative study
title_full_unstemmed Self-assessment and students’ study strategies in a community of clinical practice: A qualitative study
title_short Self-assessment and students’ study strategies in a community of clinical practice: A qualitative study
title_sort self-assessment and students’ study strategies in a community of clinical practice: a qualitative study
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3282582/
https://www.ncbi.nlm.nih.gov/pubmed/22355241
http://dx.doi.org/10.3402/meo.v17i0.11204
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