Abstract
Background
The Liaison Committee on Medical Education requires midclerkship formative (low stakes)
feedback to students regarding their clinical skills. Student self-assessment is not
commonly incorporated into this evaluation. We sought to determine the feasibility
of collecting and comparing student self-assessment with that of their preceptors
using an iPad application. These student self-ratings and preceptor ratings are jointly
created and reviewed as part of a face-to-face midclerkship feedback session.
Methods
Using our iPad application for Professionalism, Reporting, Interpreting, Managing,
Educating, and Procedural Skills (“PRIMES”), students answer 6 questions based on
their self-assessment of performance at midclerkship. Each skill is rated on a 3-point
scale (beginning, competent, and strong) with specific behavioral anchors. The faculty
preceptors then complete the same PRIMES form during the face-to-face meeting. The
application displays a comparison of the 2 sets of ratings, facilitating a discussion
to determine individualized learning objectives for the second half of the clerkship.
Results
A total of 209 student–preceptor pairs completed PRIMES ratings. On average, student–preceptor
ratings were in agreement for 38% of the time. Agreement between students and preceptors
was highest for Professionalism (70%) and lowest for Procedural Skills (22%). On average,
60% of student–preceptor ratings did not agree. Students rated themselves lower than
preceptors 52% of the time, while only 8% of students rated themselves higher than
their preceptors' ratings (this difference is significant at the P value <.05 level).
Conclusions
This study demonstrates the value of using the PRIMES framework to incorporate surgery
clerkship students' self-assessment into formative face-to-face midclerkship feedback
sessions with their preceptors with the goal to improve performance during the second
half of the clerkship.
Keywords
To read this article in full you will need to make a payment
Purchase one-time access:
Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online accessOne-time access price info
- For academic or personal research use, select 'Academic and Personal'
- For corporate R&D use, select 'Corporate R&D Professionals'
Subscribe:
Subscribe to The American Journal of SurgeryAlready a print subscriber? Claim online access
Already an online subscriber? Sign in
Register: Create an account
Institutional Access: Sign in to ScienceDirect
References
Liaison Committee on Medical Education. Functions and Structure of a Medical School: Standards for Accreditation of Medical Education Programs Leading to the M.D. Degree, March 2014 Standards and Elements Effective July 1, 2015. Section 9.7 Formative Assessment and Feedback. Available at: http://lcme.org/wp-content/uploads/filebase/standards/2015-16_Functions-and-Structure-2015-6-16.docx. Accessed September 1, 2016.
- Self-assessment in the health professions: a reformulation and research agenda.Acad Med. 2005; 80: S46-S54
- A new vocabulary and other innovations for improving descriptive in-training evaluations.Acad Med. 1999; 74: 1203-1207
- The R-I-M-E method for evaluation of medical students on an obstetrics and gynecology clerkship.Am J Obstet Gynecol. 2003; 189: 666-669
- To the point: medical education review of the RIME method for the evaluation of medical student clinical performance.Am J Obstet Gynecol. 2007 Aug; 197: 123-133
- Evaluation, grading, and use of the RIME vocabulary on internal medicine clerkships: results of a national survey and comparison to other clinical clerkships.Teach Learn Med. 2008; 20: 118-126
- Reporter-Interpreter-Manager-Educator (RIME) descriptive ratings as an evaluation tool in an emergency medicine clerkship.J Emerg Med. 2012; 43: 720-727
- To the point: medical education reviews – Dealing with student difficulties in the clinical setting.Am J Obstet Gynecol. 2005; 193: 1915-1922
- Utilization of a formative evaluation card in a psychiatry clerkship.Acad Psychiatry. 2006; 30: 319-324
- Mid-clerkship feedback is effective in changing students' recorded patient encounters.Fam Med. 2011; 43: 586-588
- Lessons learnt: pilot of mid rotation feedback.J Coll Physicians Surg Pak. 2013; 23: 97-98
- Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments.J Pers Soc Psychol. 1999; 77: 1121-1134
Article info
Publication history
Published online: September 19, 2016
Received in revised form:
July 11,
2016
Received:
March 21,
2016
Footnotes
The authors declare no conflicts of interest.
This research is supported in part by the Josiah S. Macy, Jr. Foundation and the Arthur Vining Davis Foundations.
Identification
Copyright
© 2016 Elsevier Inc. All rights reserved.
