Eva Kevin W, Regehr Glenn
Department of Clinical Epidemiology and Biostatistics, Program for Educational Research and Development, McMaster University, Hamilton, Ontario, Canada.
J Contin Educ Health Prof. 2008 Winter;28(1):14-9. doi: 10.1002/chp.150.
It is generally well accepted in health professional education that self-assessment is a key step in the continuing professional development cycle. While there has been increasing discussion in the community pertaining to whether or not professionals can indeed self-assess accurately, much of this discussion has been clouded by the fact that the term self-assessment has been used in an unfortunate and confusing variety of ways. In this article we will draw distinctions between self-assessment (an ability), self-directed assessment seeking and reflection (pedagogical strategies), and self-monitoring (immediate contextually relevant responses to environmental stimuli) in an attempt to clarify the rhetoric pertaining to each activity and provide some guidance regarding the implications that can be drawn from making these distinctions. We will further explore a source of persistence in the community's efforts to improve self-assessment despite clear findings from a large body of research that we as humans do not (and, in fact, perhaps cannot) self-assess well by describing what we call a "they not we" phenomenon. Finally, we will use this phenomenon and the distinctions previously described to advocate for a variety of research projects aimed at shedding further light on the complicated relationship between self-assessment and other forms of self-regulating professional development activities.
在卫生专业教育领域，人们普遍认为自我评估是持续专业发展周期中的关键一步。尽管社会上对于专业人员是否真的能够准确地进行自我评估的讨论日益增多，但由于“自我评估”一词被以一种不幸且令人困惑的多种方式使用，大部分此类讨论都变得模糊不清。在本文中，我们将区分自我评估（一种能力）、自我导向的评估寻求与反思（教学策略）以及自我监测（对环境刺激的即时情境相关反应），试图厘清与每种活动相关的言辞，并就这些区分所带来的影响提供一些指导。我们将进一步探讨尽管大量研究已有明确发现，即作为人类，我们并不能（事实上也许无法）很好地进行自我评估，但社会在努力改进自我评估方面仍持续存在的一个根源，我们将其描述为一种“他们而非我们”的现象。最后，我们将利用这一现象以及之前描述的区分，倡导开展各种研究项目，以进一步阐明自我评估与其他形式的自我调节专业发展活动之间的复杂关系。
