a Department of Medicine , University of Pittsburgh , Pittsburgh , Pennsylvania , USA.
Teach Learn Med. 2013;25(4):285-91. doi: 10.1080/10401334.2013.827971.
Self-assessment and feedback are important elements for improving performance. However, coordinating their content remains elusive.
The purpose is to determine whether student self-assessment and preceptor feedback correlate with course outcomes and whether preceptor feedback informs student self-assessment.
Our students generate initial and midterm goals and preceptors provide midterm feedback. We coded goals and feedback as clinical subsets, knowledge, career oriented, and attitudinal. We assessed associations with exams and evaluations using correlations, chi-square, and comparisons of means.
Students usually listed clinical goals (72%), whereas preceptors noted attitudes (50%). Students' self-assessments had little association with exams, evaluations, or preceptor feedback. Students cited by preceptors for clinical strengths scored higher on exams (77.2 vs. 72.7, p < .01). Those cited for knowledge received more honors and high pass (78 vs. 60%, p = .05) evaluations.
Students and preceptors emphasize different aspects of performance. Student self-assessments were not associated with outcomes, but preceptor feedback was. Student self-assessment seemed resistant to feedback.
自我评估和反馈是提高绩效的重要因素。然而，协调它们的内容仍然难以捉摸。
目的是确定学生的自我评估和导师反馈是否与课程成果相关，以及导师反馈是否告知学生的自我评估。
我们的学生制定初始和中期目标，导师提供中期反馈。我们将目标和反馈编码为临床子集、知识、职业导向和态度。我们使用相关性、卡方检验和均值比较来评估与考试和评估的关联。
学生通常列出临床目标（72%），而导师则注意到态度（50%）。学生的自我评估与考试、评估或导师反馈几乎没有关联。被导师提名具有临床优势的学生在考试中得分更高（77.2 与 72.7，p <.01）。那些因知识而受到赞誉和高分（78 与 60%，p =.05）评价的学生。
学生和导师强调表现的不同方面。学生的自我评估与结果无关，但导师的反馈有关。学生的自我评估似乎对反馈有抵抗力。
