Najström Mats, Oscarsson Martin, Ljunggren Ingrid, Ramnerö Jonas
Department of Psychology, Stockholm University, Stockholm, Sweden.
Centre for Psychiatry Research, Karolinska Institute/Region Stockholm, Stockholm, Sweden.
BMC Med Educ. 2025 Feb 11;25(1):219. doi: 10.1186/s12909-025-06783-x.
A multitude of studies have investigated, assessed, and debated the merits of self-assessment within medical education and related fields, yielding inconclusive results. This raises questions about the reliability of self-assessment as a tool for evaluating competency development. The objective of the current study was to investigate the self-assessment accuracy of psychology students regarding their performance in training for interviewing and communication skills. A novel assessment instrument was employed for this purpose. The main research questions were: (1) How accurate are students' self-assessments of their performance in comparison to instructors' ratings? (2) How well do these self-assessments align with perceived changes in skill development at both group and individual levels?
The study was conducted in three phases to achieve the research objective. In Phase 1, 206 psychology students from the first three semesters of a 5-year master's program at Stockholm University conducted 15-minute video-recorded interviews, which were rated by instructors using an 11-item assessment instrument. Data were analyzed using Exploratory Factor Analysis (EFA). Phase 2 included 173 second semester students conducting 15-minute video interviews. These were reviewed in small groups, with both students and instructors rating the interviews using the same instrument. The process was repeated after one week. Two Confirmatory Factor Analyses (CFAs) were conducted on instructors' and students' ratings to validate the three-factor model identified in Phase 1. In Phase 3, correlation analyses and paired-samples t-tests were conducted at both group and individual levels to address the research questions.
The findings indicated high self-assessment accuracy, reflecting strong self-assessment abilities among the students. Comparisons between instructor ratings and students' self-assessments of skill progression demonstrated good overall alignment. The validated assessment scale developed in Phases 1 and 2 shows potential for application in various educational contexts.
This study demonstrates that students are capable of evaluating their own interviewing and communication skills and can take an active role in their skill development when provided with suitable tools and adequate training. The findings support the viability of self-assessment as an educational tool and suggest its integration into psychology training programs, emphasizing clear criteria and reflective practices.
众多研究对医学教育及相关领域内自我评估的优点进行了调查、评估和辩论，但结果尚无定论。这引发了关于自我评估作为评估能力发展工具的可靠性的问题。本研究的目的是调查心理学专业学生在面试和沟通技巧培训中的自我评估准确性。为此采用了一种新颖的评估工具。主要研究问题为：（1）与教师评分相比，学生对自身表现的自我评估有多准确？（2）这些自我评估在群体和个体层面上与技能发展的感知变化的契合程度如何？
本研究分三个阶段进行以实现研究目标。在第一阶段，斯德哥尔摩大学5年制硕士项目前三个学期的206名心理学专业学生进行了15分钟的视频面试，教师使用一份11项评估工具对其进行评分。数据采用探索性因素分析（EFA）进行分析。第二阶段包括173名第二学期的学生进行15分钟的视频面试。这些面试以小组形式进行评审，学生和教师均使用同一工具对面试进行评分。一周后重复该过程。对教师和学生的评分进行了两次验证性因素分析（CFA），以验证第一阶段确定的三因素模型。在第三阶段，在群体和个体层面进行了相关性分析和配对样本t检验，以解决研究问题。
研究结果表明自我评估准确性较高，反映出学生具有较强的自我评估能力。教师评分与学生对技能进步的自我评估之间的比较显示出总体上的良好契合。在第一阶段和第二阶段开发并验证的评估量表显示出在各种教育背景下应用的潜力。
本研究表明，当为学生提供合适的工具和充分的培训时，他们有能力评估自己的面试和沟通技巧，并能在自身技能发展中发挥积极作用。研究结果支持自我评估作为一种教育工具的可行性，并建议将其纳入心理学培训项目，强调明确的标准和反思性实践。
