The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform

Jocelyn Lockyer - One of the best experts on this subject based on the ideXlab platform.

  • tensions in informed self assessment how the desire for feedback and reticence to collect and use it can conflict
    Academic Medicine, 2011
    Co-Authors: Karen Mann, Jocelyn Lockyer, Cees P. M. Van Der Vleuten, Kevin W Eva, Heather Armson, Ben Chesluk, Tim Dornan, Eric S Holmboe, Elaine Loney, Joan Sargeant
    Abstract:

    PURPOSE: Informed self-assessment describes the set of processes through which individuals use external and internal data to generate an appraisal of their own abilities. The purpose of this project was to explore the tensions described by learners and professionals when informing their Self-Assessments of clinical performance. METHOD: This 2008 qualitative study was guided by principles of grounded theory. Eight programs in five countries across undergraduate, postgraduate, and continuing medical education were purposively sampled. Seventeen focus groups were held (134 participants). Detailed analyses were conducted iteratively to understand themes and relationships. RESULTS: Participants experienced multiple tensions in informed self-assessment. Three categories of tensions emerged: within people (e.g., wanting feedback, yet fearing disconfirming feedback), between people (e.g., providing genuine feedback yet wanting to preserve relationships), and in the learning/practice environment (e.g., engaging in authentic self-assessment activities versus "playing the evaluation game"). Tensions were ongoing, contextual, and dynamic; they prevailed across participant groups, infusing all components of informed self-assessment. They also were present in varied contexts and at all levels of learners and practicing physicians. CONCLUSIONS: Multiple tensions, requiring ongoing negotiation and renegotiation, are inherent in informed self-assessment. Tensions are both intraindividual and interindividual and they are culturally situated, reflecting both professional and institutional influences. Social learning theories (social cognitive theory) and sociocultural theories of learning (situated learning and communities of practice) may inform our understanding and interpretation of the study findings. The findings suggest that educational interventions should be directed at individual, collective, and institutional cultural levels. Implications for practice are presented.

  • features of assessment learners use to make informed self assessments of clinical performance
    Medical Education, 2011
    Co-Authors: Joan Sargeant, Jocelyn Lockyer, Kevin W Eva, Heather Armson, Ben Chesluk, Tim Dornan, Eric S Holmboe, Elaine Loney, Karen Mann, Cees P. M. Van Der Vleuten
    Abstract:

    CONTEXT Conceptualisations of self-assessment are changing as its role in professional development comes to be viewed more broadly as needing to be both externally and internally informed through activities that enable access to and the interpretation and integration of data from external sources. Education programmes use various activities to promote learners' reflection and self-direction, yet we know little about how effective these activities are in 'informing' learners' Self-Assessments. OBJECTIVES This study aimed to increase understanding of the specific ways in which undergraduate and postgraduate learners used learning and assessment activities to inform Self-Assessments of their clinical performance. METHODS We conducted an international qualitative study using focus groups and drawing on principles of grounded theory. We recruited volunteer participants from three undergraduate and two postgraduate programmes using structured self-assessment activities (e.g. portfolios). We asked learners to describe their perceptions of and experiences with formal and informal activities intended to inform self-assessment. We conducted analysis as a team using a constant comparative process. RESULTS Eighty-five learners (53 undergraduate, 32 postgraduate) participated in 10 focus groups. Two main findings emerged. Firstly, the perceived effectiveness of formal and informal assessment activities in informing self-assessment appeared to be both person- and context-specific. No curricular activities were considered to be generally effective or ineffective. However, the availability of high-quality performance data and standards was thought to increase the effectiveness of an activity in informing self-assessment. Secondly, the fostering and informing of self-assessment was believed to require credible and engaged supervisors. CONCLUSIONS Several contextual and personal conditions consistently influenced learners' perceptions of the extent to which assessment activities were useful in informing Self-Assessments of performance. Although learners are not guaranteed to be accurate in their perceptions of which factors influence their efforts to improve performance, their perceptions must be taken into account; assessment strategies that are perceived as providing untrustworthy information can be anticipated to have negligible impact.

  • self and peer assessment of pediatricians psychiatrists and medicine specialists implications for self directed learning
    Advances in Health Sciences Education, 2006
    Co-Authors: Claudio Violato, Jocelyn Lockyer
    Abstract:

    Self-regulation in medicine depends on accurate self-assessment. The purpose of the present study was to examine the discrepancy between self and peer assessments for a group of specialist physicians from internal medicine (IM), pediatrics, and psychiatry clinical domains (i.e., patient management, clinical assessment, professional development, and communication). Data from 304 psychiatrists, pediatricians and internal medicine specialists were used. Each physician had data from an identical self and 8 peer (38 item/4 clinical domains assessment). A total of 2306 peer assessments were available. Physicians were classified into quartiles based on mean assessment peer data and compared with self-assessment data. The analyses showed that self and peer assessment profiles were consistent across specialties and domains. Physicians assessed in the lowest and highest quartiles (i.e., 75th) by colleagues tended to rate themselves 30–40 percentile ranks higher and lower than peers, respectively. This study suggests that practicing physicians are inaccurate in assessing their own performance. These data suggest that systems to provide practicing physicians with regular and routine feedback may be appropriate if we are to ensure physicians are able to accurately assess themselves in a profession in which self-regulation is predicated upon the assumption that physicians know their capabilities and limitations.

Susan M. Brookhart - One of the best experts on this subject based on the ideXlab platform.

  • successful students formative and summative uses of assessment information
    Assessment in Education: Principles Policy & Practice, 2001
    Co-Authors: Susan M. Brookhart
    Abstract:

    The purpose of this study was to document successful students' perceptions about the formative and summative aspects of classroom assessments. Interviews with 50 students in high school English and Anatomy classes, about specific classroom assessment events, were coded according to students' descriptions of the formative and summative aspects of the assessments. These successful students engaged in self-assessment as a regular, ongoing process and actively tried to fit new information about their learning into their careers as students. They did not make neat distinctions between formative and summative assessment, but used assessment in a variety of integrated ways. This is consistent with their outlook on learning, which they reported viewing as one of their important life processes.

  • Testing a Theory about the Role of Classroom Assessment in Student Motivation and Achievement.
    Applied Measurement in Education, 1999
    Co-Authors: Susan M. Brookhart, Jarol G. Devoge
    Abstract:

    A theoretical framework describing the role of classroom assessment in student effort and achievement expected positive relations among perceived characteristics of the assessment task, perceived self-efficacy to do the task, amount of effort invested in the task, and achievement for each classroom assessment event within a classroom assessment environment. Furthermore, the classroom assessment environment and the particular assessment events themselves were hypothesized to make a difference. A study investigating this theoretical framework was designed, using observation, survey, and interview techniques to collect data from 4 classroom assessment events in each of 2 Grade 3 classrooms. In general, expected relations were found among perceptions of task, self-efficacy, effort, and achievement. An exception was that for some assessments, perceived self-efficacy was not correlated with effort. Interview data suggested that extremely high self-efficacy, coupled with an assessment task that posed no challeng...

Ehrenberg Anna - One of the best experts on this subject based on the ideXlab platform.

  • Oral health and oral care in short-term care : prevalence, related factors, and coherence between older peoples and professionals assessments
    'Wiley', 2019
    Co-Authors: Koistinen Susanne, Olai Lena, Ståhlnacke Katri, Anna Fält, Ehrenberg Anna
    Abstract:

    Background: Oral health is important for well-being and overall health. Older peoples oral health is well described in the residential care context, but remains understudied in short-term care. Objective: The aim of this study was to describe oral health, daily oral care and related factors among older people in short-term care and to compare self-perceived oral health with professional assessment. Materials and methods: This cross-sectional study included 391 older people in 36 short-term units in 19 Swedish municipalities. Oral health was assessed professionally by clinical oral assessment and the Revised Oral Assessment Guide (ROAG). The older peoples’ perceptions of their own oral health were measured with a global question on self-perceived oral health. Self-care ability was assessed with Katz Index of Activities of Daily Living (Katz-ADL). Results: Mean age was 82.9 years, 19% of participants were totally edentulous, and 43% had ≥20 teeth. Almost 60% had coating or food debris on their teeth, but only 19% received help with daily oral care. Those who were dependent on help with self-care had around a sixfold higher risk of having oral problems. There was a low level of agreement between the clinical assessment based on ROAG and self-perceived oral health. Conclusion: Professionals’ assessments of oral health differed considerably from the older peoples own assessments. A higher risk of oral problems and more occurrence of coating or food debris or broken teeth were seen among those dependent on help with self-care (ADL). This study indicates that in order to improve older peoples oral health and oral care we need to provide person-centred oral care and to develop a close collaboration between nursing and dental staff.Open Access beslut 5/2019

  • Oral health and oral care in short-term care : prevalence, related factors and coherence between older peoples' and professionals' assessments
    'Wiley', 2019
    Co-Authors: Koistinen Susanne, Olai Lena, Ståhlnacke Katri, Fält Anna, Ehrenberg Anna
    Abstract:

    Background Oral health is important for well-being and overall health. Older peoples ' oral health is well described in the residential care context, but remains understudied in short-term care. Objective The aim of this study was to describe oral health, daily oral care and related factors among older people in short-term care and to compare self-perceived oral health with professional assessment. Materials and methods This cross-sectional study included 391 older people in 36 short-term units in 19 Swedish municipalities. Oral health was assessed professionally by clinical oral assessment and the Revised Oral Assessment Guide (ROAG). The older peoples' perceptions of their own oral health were measured with a global question on self-perceived oral health. Self-care ability was assessed with Katz Index of Activities of Daily Living (Katz-ADL). Results Mean age was 82.9 years, 19% of participants were totally edentulous, and 43% had >= 20 teeth. Almost 60% had coating or food debris on their teeth, but only 19% received help with daily oral care. Those who were dependent on help with self-care had around a sixfold higher risk of having oral problems. There was a low level of agreement between the clinical assessment based on ROAG and self-perceived oral health. Conclusion Professionals' assessments of oral health differed considerably from the older peoples ' own assessments. A higher risk of oral problems and more occurrence of coating or food debris or broken teeth were seen among those dependent on help with self-care (ADL). This study indicates that in order to improve older peoples ' oral health and oral care we need to provide person-centred oral care and to develop a close collaboration between nursing and dental staff

Luke P Brewster - One of the best experts on this subject based on the ideXlab platform.

  • comparison of resident self assessments with trained faculty and standardized patient assessments of clinical and technical skills in a structured educational module
    American Journal of Surgery, 2008
    Co-Authors: Luke P Brewster, Donald A Risucci, Raymond J Joehl, Fred N Littooy, Barbara K Temeck, Patrice Gabler Blair, Ajit K Sachdeva
    Abstract:

    Abstract Background This study assessed the reliability of surgical resident self-assessment in comparison with faculty and standardized patient (SP) assessments during a structured educational module focused on perioperative management of a simulated adverse event. Methods Seven general surgery residents participated in this module. Residents were assessed during videotaped preoperative and postoperative SP encounters and when dissecting a tumor off of a standardized inanimate vena cava model in a simulated operating room. Results Preoperative and postoperative assessments by SPs correlated significantly ( P Conclusions Faculty and SP assessments can provide reliable data useful for formative feedback. Although resident self-assessment may be useful for the formative assessment of technical skills, results suggest that in the absence of training, residents are not reliable self-assessors of preoperative and postoperative interactions with SPs.

Michael L Keaser - One of the best experts on this subject based on the ideXlab platform.

  • comparison of dental students self directed faculty and software based assessments of dental anatomy wax ups a retrospective study
    Journal of Dental Education, 2015
    Co-Authors: Pauline H Garrett, Karen L Faraone, Sebastian B M Patzelt, Michael L Keaser
    Abstract:

    Little is known about self-directed and self-reflective assessment in preclinical dental curricula. The aim of this study was to evaluate a visual dental anatomy teaching tool to train dental students to self-assess their dental anatomy wax carving practical examinations. The students self-assessed two waxing practical examinations (tooth #8 and tooth #19) using high-quality digital images in an assessment tool incorporated into a digital testing program. Student Self-Assessments were compared to the faculty evaluations and the results of a software-based evaluation tool (E4D Compare). Out of a total 130 first-year dental students at one U.S. dental school, wax-ups from 57 participants were available for this study. The assessment data were submitted to statistical analyses (p

  • comparison of dental students self directed faculty and software based assessments of dental anatomy wax ups a retrospective study
    Journal of Dental Education, 2015
    Co-Authors: Pauline H Garrett, Karen L Faraone, Sebastian B M Patzelt, Michael L Keaser
    Abstract:

    Little is known about self-directed and self-reflective assessment in preclinical dental curricula. The aim of this study was to evaluate a visual dental anatomy teaching tool to train dental students to self-assess their dental anatomy wax carving practical examinations. The students self-assessed two waxing practical examinations (tooth #8 and tooth #19) using high-quality digital images in an assessment tool incorporated into a digital testing program. Student Self-Assessments were compared to the faculty evaluations and the results of a software-based evaluation tool (E4D Compare). Out of a total 130 first-year dental students at one U.S. dental school, wax-ups from 57 participants were available for this study. The assessment data were submitted to statistical analyses (p<0.05). For tooth #8, the student Self-Assessments were significantly different from the faculty and software assessments at a 400 micrometer level of tolerance (p=0.036), whereas the faculty assessment was not significantly different from the software assessment at a 300 micrometer level of tolerance (p=0.69). The evaluation of tooth #19 resulted in no significant differences between faculty members (p=0.94) or students (p=0.21) and the software at a level of tolerance of 400 micrometers. This study indicates that students can learn to self-assess their work using self-reflection in conjunction with faculty guidance and that it may be possible to use software-based evaluation tools to assist in faculty calibration and as objective grading tools.