Wolff Margaret, Santen Sally A, Hopson Laura R, Hemphill Robin R, Farrell Susan E
Department of Emergency Medicine, University of Michigan Medical School, Ann Arbor, Michigan.
Veterans Affairs, VA National Center for Patient Safety, Washington, District of Columbia.
J Emerg Med. 2017 Jul;53(1):116-120. doi: 10.1016/j.jemermed.2017.02.004. Epub 2017 Mar 21.
The 2012 Academic Emergency Medicine Consensus Conference, "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" noted that emergency medicine (EM) educators often rely on theory and tradition when molding their approaches to teaching and learning, and called on the EM education community to advance the teaching of our specialty through the performance and application of research in teaching and assessment methods, cognitive function, and the effects of education interventions.
The purpose of this article was to review the research-based evidence for the effectiveness of self-assessment and to provide suggestions for its use in clinical teaching and practice in EM.
This article reviews hypothesis-testing research related to self-assessment behaviors and learning. Evidence indicates that self-assessment is inherently flawed when used in isolation. We review a multi-dimensional approach to informed self-assessment that can serve as the basis for life-long learning and development.
Advancing EM education will require that high-quality education research results be translated into actual curricular, pedagogical, assessment, and professional development changes. The informed self-assessment framework is a method that is applicable to teaching and practice in EM.
2012年学术急诊医学共识会议“急诊医学教育研究：机遇、挑战与成功策略”指出，急诊医学（EM）教育工作者在塑造教学方法时常常依赖理论和传统，并呼吁急诊医学教育界通过开展和应用教学与评估方法、认知功能以及教育干预效果等方面的研究，来推动本专业教学的发展。
本文旨在回顾基于研究的自我评估有效性证据，并为其在急诊医学临床教学和实践中的应用提供建议。
本文回顾了与自我评估行为和学习相关的假设检验研究。证据表明，单独使用自我评估存在固有缺陷。我们回顾了一种多维方法，用于进行明智的自我评估，该方法可作为终身学习和发展的基础。
推进急诊医学教育需要将高质量的教育研究成果转化为实际的课程、教学、评估和专业发展变革。明智的自我评估框架是一种适用于急诊医学教学和实践的方法。
