ABSTRACT
Introduction: We examined whether an intervention in students’ self-assessment causes behavioral changes in how they make their assessments.<br>Method: Students taking part in problem-based learning were divided into 2 groups. The students of Group 1 were asked to evaluate themselves with a four-step process, whereas the students of Group 2 students were asked to evaluated themselves and to indicate how confident they were that their self-assessments were consistent with assessments by their instructors.<br>Results: We observed a significant difference in self-assessment patterns between the groups. Students in Group 1 overestimated their abilities, whereas students in Group 2 underestimated their abilities. However, when we compared students’ self-evaluations and their grades in lecture courses, we found that students with low grades were more likely to overestimate their ability than were students with high grades, regardless of whether they had stated how confident they were in their assessments.<br>Discussion: By considering their degree of confidence that their self-assessments agreed with assessments by their instructors, students might show more careful assessment behavior. However, students with low grades require a greater degree of individual guidance before exhibiting behavioral changes.
ABSTRACT
1) The clinical training system in our hospital was evaluated with a questionnaire by 49 trainees.<BR>2) Overall, our clinical training system received high scores, but the scores varied significantly depending on the clinical department.<BR>3) The scores of clinical departments did not correlate with the ratios of supervising physicians to trainees.<BR>4) To provide the best training system possible, the current system must be evaluated and improved.