gms | German Medical Science

Problem/Learning Goal: Self-directed learning and self-regulation are long-standing pillars of the medical profession. Being able to regulate one’s practice has been argued to depend upon accurate self-assessment with the responsibility for “keeping up to date” resting ultimately with the individual practitioner. Unfortunately, adherence to these axioms persists despite considerable evidence that self-assessment generally offers a poor proxy for actual ability. The discourse of self-assessment supports viewing it not solely as an individual cognitive activity but also as a social activity (i.e., a formative, facilitated, “directed” activity influenced by external resources). As such, self-assessment activities can be more or less valuable for particular purposes in particular contexts. These perspectives have led us to propose prioritization of “directed self-assessment”, a term used to describe self-assessment activities informed by external resources. Research suggests it is an externally supported reflective assessment process that is influenced by context and culture.

There is, however, not a clear understanding of the activities and influences involved in directed self-assessment and understanding of best practices continues to evolve. The purpose of this workshop will be to explore the use of “directed” self-assessment across the continuum of authentic training and practice settings. Through participation, participants will

1.

Discuss the evidence from various literatures in an effort to come to a rich understanding of the concept of directed self-assessment, its flaws and strengths

2.

Explore with their peers the ways in which directed self-assessment has been used to good effect

3.

Consider how to further move the field towards a positive culture of directed self-assessment for professional practice, faculty development, and teaching/learning.

Approach: This workshop will involve a brief didactic presentation and considerable amounts of peer-to-peer learning facilitated by the consideration and discussion of a variety of cases in which self-assessment has proven challenging.

Who Should Participate? Any health professional educator charged with supporting trainees who might be struggling to gain insight into the strengths/limits of their abilities. Any health professional educator with an interest in supporting a culture of continuing professional development and accountability.

Prepare/Bring to Workshop: Enthusiasm and thoughts about particular instances in which you or your trainees have been surprised by the disconnect between one’s impressions of their own performance and those formed by others.