Uniformed Services University of the Health Sciences, Bethesda, MD, USA.
Bau Institute of Medical & Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong SAR.
Ann Med. 2024 Dec;56(1):2421441. doi: 10.1080/07853890.2024.2421441. Epub 2024 Oct 26.
Self-assessment (SA) is increasingly recognized not only as an assessment method but also as a vital learning activity that enables learners to identify their strengths and limitations, fostering a crucial skill for lifelong learning. Despite its acknowledged significance, there remains a gap in understanding SA and learning, rather than merely learning. This review, therefore, explores two primary questions: (1) What factors inform the implementation of medical students' SA practices? (2) How does SA practices contribute to various educational outcomes?
A systematic review was conducted across five databases, employing a combination of keywords pertinent to SA and medical education. Our selection criteria deliberately excluded articles that solely focused on the accuracy of SA or used SA exclusively as a measure for other outcome variables. As a result, 39 studies met our inclusion criteria and were analyzed for this review. Qualitative narrative synthesis was used to summarize the informing factors. Furthermore, Kirkpatrick's model was employed to categorize and summarize the effects of SA activities across various educational outcome levels, including reactions, learning, and behavioral changes.
Our review reveals that key factors influencing students' SA includes feedback from various stakeholders, peer assessment, the format of SA, and both learner and teacher training. Among the 39 studies examined, the majority demonstrated positive effects of SA on aspects such as attitudes and skills. However, a minority found no significant associations, with these outcomes frequently linked to contextual variables and how SA was implemented.
Our review does not focus on SA accuracy or its role as an assessment method; instead it delves into the role of SA as an integral learning practice. We explored its influencing factors and its impact across various outcomes. The findings indicate that for SA to effectively enhance student learning outcomes, it must be implemented with ample support, clear guidelines, and within contexts that encourage feedback and reflection.
自我评估（SA）不仅被广泛认为是一种评估方法，而且是一种至关重要的学习活动，使学习者能够识别自己的优势和局限性，培养终身学习的关键技能。尽管其重要性得到了广泛认可，但在理解 SA 和学习方面仍存在差距，而不仅仅是学习。因此，本次综述探讨了两个主要问题：（1）哪些因素影响医学生自我评估实践的实施？（2）自我评估实践如何促进各种教育成果？
本研究在五个数据库中进行了系统综述，使用了与自我评估和医学教育相关的关键词组合。我们的选择标准故意排除了仅关注自我评估准确性或仅将自我评估用作其他结果变量的测量方法的文章。因此，有 39 项研究符合我们的纳入标准，并对其进行了分析。使用定性叙述性综合法总结了影响因素。此外，Kirkpatrick 模型被用于对各种教育成果水平的自我评估活动的效果进行分类和总结，包括反应、学习和行为改变。
我们的综述表明，影响学生自我评估的关键因素包括来自不同利益相关者的反馈、同伴评估、自我评估的形式以及学习者和教师的培训。在所检查的 39 项研究中，大多数研究表明自我评估对态度和技能等方面具有积极影响。然而，少数研究没有发现显著关联，这些结果通常与情境变量和自我评估的实施方式有关。
我们的综述不关注自我评估的准确性或其作为评估方法的作用；相反，它深入探讨了自我评估作为一种综合学习实践的作用。我们探讨了其影响因素及其在各种成果中的影响。研究结果表明，为了使自我评估能够有效地提高学生的学习成果，必须在充分支持、明确指导方针和鼓励反馈和反思的背景下实施。
