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المؤلفLim, Angelina S.
المؤلفKrishnan, Sunanthiny
المؤلفTan, George
المؤلفStewart, Derek
المؤلفAl-Diery, Tarik
تاريخ الإتاحة2024-09-23T06:45:20Z
تاريخ النشر2024
اسم المنشورCurrents in Pharmacy Teaching and Learning
المصدرScopus
الرقم المعياري الدولي للكتاب18771297
معرّف المصادر الموحدhttp://dx.doi.org/10.1016/j.cptl.2024.04.013
معرّف المصادر الموحدhttp://hdl.handle.net/10576/59150
الملخصIntroduction: Self-awareness of strengths and weaknesses through self-reflection are important for life-long learning and development. The aim of this study was to assess the alignment in third-year undergraduate pharmacy students' self-reflections of their objective structured clinical exam (OSCE) performance to their actual OSCE scores and explore the most common aspects students reflected on as markers of perceived performance. Methods: Students completed a three-station OSCE and a written self-reflection about their performance. These reflections were coded using a latent pattern content analysis, with categories defined as "doing well (? 50% on exam)" and "not doing well (< 50% on exam)" and compared to their actual OSCE exam scores, to determine the degree of alignment. Results: Two hundred sixty-nine students completed the OSCE and reflection. Students had a low degree of alignment between their self-reflections and actual OSCE performance. Low alignment was overwhelmingly prevalent and significant in high-achieving students with OSCE scores of ?90%. Most common aspects students reflected on as indicators of performance were finishing on time and communicating effectively. High-achieving students reflected on aspects such as empathy, systematic questioning, and patient teach-back as aspects of their performance. Conclusions: Student reflections on exam performance do not align with their actual performance, particularly amongst the high-achieving students. High-achieving students were more aware of the different aspects that affected their performance. To ensure that high-achieving students are aware of their strengths, educators should provide more targeted feedback mechanisms and positive reassurances to help these students become more confident in their decision-making skills.
راعي المشروعOpen access funding provided by the Qatar National Library.
اللغةen
الناشرElsevier
الموضوعCompetency development
Metacognition
Objective structured clinical exam
Self-awareness
Self-reflection
العنوانDo students' self-reflections of performance align with their graded performance in objective structured clinical exams?
النوعArticle
رقم العدد8
رقم المجلد16
dc.accessType Full Text


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