Arnold L, Willoughby T L, Calkins E V
J Med Educ. 1985 Jan;60(1):21-8. doi: 10.1097/00001888-198501000-00004.
Although self-evaluation is crucial in the practice of medicine, few educators have formally introduced self-assessment into the undergraduate medical curriculum. However, students in the baccalaureate-M.D. degree program at the University of Missouri, Kansas City, must complete a self-evaluation at the close of every medical school course and rotation during the last four years of a six-year curriculum. In this paper, the authors examine the self-ratings of 211 of these students as they progressed through the program in order to discover trends in and correlates of the self-assessments. Although the students' self-evaluations and faculty members' ratings of these students' performances rose year by year, the relationship between the students' and the faculty's ratings decreased through time. Yet, results suggest that self-evaluation has educational merit as a measure of noncognitive abilities associated with clinical performance and as a stimulus to further learning and professional development.
虽然自我评价在医学实践中至关重要，但很少有教育工作者将自我评估正式纳入本科医学课程。然而，堪萨斯城密苏里大学的本科医学博士学位项目的学生，在六年课程的最后四年里，必须在每门医学院课程结束和轮转结束时完成一次自我评价。在本文中，作者研究了其中211名学生在整个项目过程中的自我评分，以发现自我评估的趋势及其相关因素。尽管学生的自我评价以及教师对这些学生表现的评分逐年提高，但随着时间的推移，学生评分与教师评分之间的关系却在减弱。然而，结果表明，自我评价作为衡量与临床能力相关的非认知能力的一种方式，以及作为促进进一步学习和职业发展的一种手段，具有教育价值。
