Do students' self-reflections of performance align with their graded performance in objective structured clinical exams?
<h3>Introduction</h3><p dir="ltr">Self-awareness of strengths and weaknesses through self-reflection are important for life-long learning and development. The aim of this study was to assess the alignment in third-year undergraduate pharmacy students' self-reflection...
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| مؤلفون آخرون: | , , , |
| منشور في: |
2024
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| _version_ | 1864513515931303936 |
|---|---|
| author | Angelina S. Lim (18560866) |
| author2 | Sunanthiny Krishnan (18560869) George Tan (4507600) Derek Stewart (117849) Tarik Al-Diery (17785685) |
| author2_role | author author author author |
| author_facet | Angelina S. Lim (18560866) Sunanthiny Krishnan (18560869) George Tan (4507600) Derek Stewart (117849) Tarik Al-Diery (17785685) |
| author_role | author |
| dc.creator.none.fl_str_mv | Angelina S. Lim (18560866) Sunanthiny Krishnan (18560869) George Tan (4507600) Derek Stewart (117849) Tarik Al-Diery (17785685) |
| dc.date.none.fl_str_mv | 2024-04-26T03:00:00Z |
| dc.identifier.none.fl_str_mv | 10.1016/j.cptl.2024.04.013 |
| dc.relation.none.fl_str_mv | https://figshare.com/articles/journal_contribution/Do_students_self-reflections_of_performance_align_with_their_graded_performance_in_objective_structured_clinical_exams_/25827232 |
| dc.rights.none.fl_str_mv | CC BY 4.0 info:eu-repo/semantics/openAccess |
| dc.subject.none.fl_str_mv | Psychology Applied and developmental psychology Metacognition Objective structured clinical exam Self-awareness Self-reflection Competency development |
| dc.title.none.fl_str_mv | Do students' self-reflections of performance align with their graded performance in objective structured clinical exams? |
| dc.type.none.fl_str_mv | Text Journal contribution info:eu-repo/semantics/publishedVersion text contribution to journal |
| description | <h3>Introduction</h3><p dir="ltr">Self-awareness of strengths and weaknesses through self-reflection are important for life-long learning and development. The aim of this study was to assess the alignment in third-year undergraduate pharmacy students' self-reflections of their objective structured clinical exam (OSCE) performance to their actual OSCE scores and explore the most common aspects students reflected on as markers of perceived performance.</p><p><br></p><h3>Methods</h3><p dir="ltr">Students completed a three-station OSCE and a written self-reflection about their performance. These reflections were coded using a latent pattern content analysis, with categories defined as “doing well (≥ 50% on exam)” and “not doing well (< 50% on exam)” and compared to their actual OSCE exam scores, to determine the degree of alignment.</p><p><br></p><h3>Results</h3><p dir="ltr">Two hundred sixty-nine students completed the OSCE and reflection. Students had a low degree of alignment between their self-reflections and actual OSCE performance. Low alignment was overwhelmingly prevalent and significant in high-achieving students with OSCE scores of ≥90%. Most common aspects students reflected on as indicators of performance were finishing on time and communicating effectively. High-achieving students reflected on aspects such as empathy, systematic questioning, and patient teach-back as aspects of their performance.</p><p><br></p><h3>Conclusions</h3><p dir="ltr">Student reflections on exam performance do not align with their actual performance, particularly amongst the high-achieving students. High-achieving students were more aware of the different aspects that affected their performance. To ensure that high-achieving students are aware of their strengths, educators should provide more targeted feedback mechanisms and positive reassurances to help these students become more confident in their decision-making skills.</p><h2>Other Information</h2><p dir="ltr">Published in: Currents in Pharmacy Teaching and Learning<br>License: <a href="http://creativecommons.org/licenses/by/4.0/" target="_blank">http://creativecommons.org/licenses/by/4.0/</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1016/j.cptl.2024.04.013" target="_blank">https://dx.doi.org/10.1016/j.cptl.2024.04.013</a></p> |
| eu_rights_str_mv | openAccess |
| id | Manara2_610ee8db97c668b94d09d30a63070415 |
| identifier_str_mv | 10.1016/j.cptl.2024.04.013 |
| network_acronym_str | Manara2 |
| network_name_str | Manara2 |
| oai_identifier_str | oai:figshare.com:article/25827232 |
| publishDate | 2024 |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | CC BY 4.0 |
| spelling | Do students' self-reflections of performance align with their graded performance in objective structured clinical exams?Angelina S. Lim (18560866)Sunanthiny Krishnan (18560869)George Tan (4507600)Derek Stewart (117849)Tarik Al-Diery (17785685)PsychologyApplied and developmental psychologyMetacognitionObjective structured clinical examSelf-awarenessSelf-reflectionCompetency development<h3>Introduction</h3><p dir="ltr">Self-awareness of strengths and weaknesses through self-reflection are important for life-long learning and development. The aim of this study was to assess the alignment in third-year undergraduate pharmacy students' self-reflections of their objective structured clinical exam (OSCE) performance to their actual OSCE scores and explore the most common aspects students reflected on as markers of perceived performance.</p><p><br></p><h3>Methods</h3><p dir="ltr">Students completed a three-station OSCE and a written self-reflection about their performance. These reflections were coded using a latent pattern content analysis, with categories defined as “doing well (≥ 50% on exam)” and “not doing well (< 50% on exam)” and compared to their actual OSCE exam scores, to determine the degree of alignment.</p><p><br></p><h3>Results</h3><p dir="ltr">Two hundred sixty-nine students completed the OSCE and reflection. Students had a low degree of alignment between their self-reflections and actual OSCE performance. Low alignment was overwhelmingly prevalent and significant in high-achieving students with OSCE scores of ≥90%. Most common aspects students reflected on as indicators of performance were finishing on time and communicating effectively. High-achieving students reflected on aspects such as empathy, systematic questioning, and patient teach-back as aspects of their performance.</p><p><br></p><h3>Conclusions</h3><p dir="ltr">Student reflections on exam performance do not align with their actual performance, particularly amongst the high-achieving students. High-achieving students were more aware of the different aspects that affected their performance. To ensure that high-achieving students are aware of their strengths, educators should provide more targeted feedback mechanisms and positive reassurances to help these students become more confident in their decision-making skills.</p><h2>Other Information</h2><p dir="ltr">Published in: Currents in Pharmacy Teaching and Learning<br>License: <a href="http://creativecommons.org/licenses/by/4.0/" target="_blank">http://creativecommons.org/licenses/by/4.0/</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1016/j.cptl.2024.04.013" target="_blank">https://dx.doi.org/10.1016/j.cptl.2024.04.013</a></p>2024-04-26T03:00:00ZTextJournal contributioninfo:eu-repo/semantics/publishedVersiontextcontribution to journal10.1016/j.cptl.2024.04.013https://figshare.com/articles/journal_contribution/Do_students_self-reflections_of_performance_align_with_their_graded_performance_in_objective_structured_clinical_exams_/25827232CC BY 4.0info:eu-repo/semantics/openAccessoai:figshare.com:article/258272322024-04-26T03:00:00Z |
| spellingShingle | Do students' self-reflections of performance align with their graded performance in objective structured clinical exams? Angelina S. Lim (18560866) Psychology Applied and developmental psychology Metacognition Objective structured clinical exam Self-awareness Self-reflection Competency development |
| status_str | publishedVersion |
| title | Do students' self-reflections of performance align with their graded performance in objective structured clinical exams? |
| title_full | Do students' self-reflections of performance align with their graded performance in objective structured clinical exams? |
| title_fullStr | Do students' self-reflections of performance align with their graded performance in objective structured clinical exams? |
| title_full_unstemmed | Do students' self-reflections of performance align with their graded performance in objective structured clinical exams? |
| title_short | Do students' self-reflections of performance align with their graded performance in objective structured clinical exams? |
| title_sort | Do students' self-reflections of performance align with their graded performance in objective structured clinical exams? |
| topic | Psychology Applied and developmental psychology Metacognition Objective structured clinical exam Self-awareness Self-reflection Competency development |