Shaban Sami, Aburawi Elhadi H, Elzubeir Khalifa, Elango Sambandam, El-Zubeir Margaret
Department of Medical Education, College of Medicine and Health Sciences, UAE University, Al Ain, UAE.
Department of Pediatrics, College of Medicine and Health Sciences, UAE University, Al Ain, UAE.
Educ Health (Abingdon). 2016 May-Aug;29(2):75-81. doi: 10.4103/1357-6283.188688.
Assessment of one's academic capabilities is essential to being an effective, self-directed, life-long learner. The primary objective of this study was to analyze self-assessment accuracy of medical students attending the College of Medicine and Health Sciences, United Arab Emirates University, by examining their ability to assess their own performance on an MCQ examination.
1 st and 2 nd year medical students (n = 235) self-assessed pre and post-examination performance were compared with objectively measured scores (actual examination performance). Associations between accuracy of score prediction (pre and post assessment), and students' gender, year of education, perceived preparation, confidence and anxiety were also determined.
Expected mark correlated significantly with objectively assessed marks (r = 0.407; P < 0.01) but with low predictability (R 2 = 0.166). The average objectively determined mark was 69% and the average expected mark was equivalent to 83%; indicating that students significantly overestimate their examination performance. Self-assessed pre-examination score range was significantly different between males and females (P < 0.05) with females expecting higher marks. Preparation and confidence correlated significantly with actual examination score (P < 0.05; r = 0.459 and 0.569 respectively).
Gender, self-reported preparation and confidence are associated with self-assessment accuracy. Findings reinforce existing evidence indicating that medical students are poor self-assessors. There are potentially multiple explanations for misjudgment of this multidimensional construct that require further investigation and change in learning cultures. The study offers clear targets for change aimed at optimizing self-assessment capabilities.
评估个人的学术能力对于成为一名高效、自主的终身学习者至关重要。本研究的主要目的是通过考察阿联酋大学医学院和健康科学学院的医学生在多项选择题考试中评估自身表现的能力，来分析他们自我评估的准确性。
将一年级和二年级医学生（n = 235）考试前后的自我评估表现与客观测量分数（实际考试成绩）进行比较。还确定了分数预测准确性（考试前后评估）与学生性别、教育年份、感知到的准备情况、信心和焦虑之间的关联。
预期分数与客观评估分数显著相关（r = 0.407；P < 0.01），但预测性较低（R² = 0.166）。客观确定的平均分数为69%，平均预期分数相当于83%；这表明学生显著高估了自己的考试表现。男性和女性考试前自我评估的分数范围存在显著差异（P < 0.05），女性预期分数更高。准备情况和信心与实际考试成绩显著相关（P < 0.05；r分别为0.459和0.569）。
性别、自我报告的准备情况和信心与自我评估准确性相关。研究结果强化了现有证据，表明医学生是较差的自我评估者。对于这种多维度结构的错误判断可能有多种解释，需要进一步研究并改变学习文化。该研究为旨在优化自我评估能力的变革提供了明确的目标。
