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Accuracy of Professional Self-Reports: Medical Student Self-Report and the Scoring of Professional Competence.

机译：专业自我报告的准确性：医学生自我报告和专业能力评分。

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摘要

Self-report is currently used as an indicator of professional practice in a variety of fields, including medicine and education. Important to consider, therefore, is the ability of self-report to accurately capture professional practice. This study investigated how well professionals' self-reports of behavior agreed with an expert observer's reports of those same behaviors. While this study explored self-report in the context of medical professionals, this topic is equally important to the measurement of teacher practices.;This study investigated agreement between: 1) medical student self-report and expert rater documentation of a clinical encounter; and 2) standardized patient (an actor highly-trained to portray a patient) and expert rater documentation of medical student performance. Additionally, this study investigated whether levels of agreement depended on the context and content of behaviors, features of the examination, or characteristics of the professional.;Performance data were analyzed from a stratified random sample of 75 fourth-year medical students who completed a clinical competence examination in 2012. Students rotated through a series of 15-minute encounters, called stations, interviewing a standardized patient in each. Medical students were instructed to: 1) obtain the patient's history; 2) conduct a physical examination; and 3) discuss potential diagnoses. Ratings of student performance were collected from the medical student self-reports, the SP checklists, and the expert rater's documentation of the encounters. Analyses focused on the 4-7 behavioral items in each of the three stations studied that were considered critical to patient care.;Comparison of the three sources of ratings revealed marked differences. Most importantly, medical students' self-reports did not agree highly with the expert's reports. Medical students both under-reported and over-reported a substantial number of critical action items with level of agreement varying by station and the nature of the behavior. Due to medical student tendency to under-report behaviors, use of self-report to score performance would result in a large number of students falsely identified as failing the examination.;This study discusses causes of medical student under- and over-report and recommends strategies for improvement. The study also addresses implications of findings for the use of self-report among teachers, citing specific examples.
机译：自我报告目前被用作医学和教育等多个领域专业实践的指标。因此，重要的是要考虑自我报告的能力，以准确掌握专业实践。这项研究调查了专业人士的自我报告与专家观察者对相同行为的报告的吻合程度。虽然本研究在医学专业人员的背景下探讨了自我报告，但该主题对于衡量教师行为也同样重要。本研究调查了以下方面的协议：1）医学生的自我报告和临床遭遇的专家评分者文档； 2）标准化患者（受过训练以描绘患者角色的演员）和医学生表现的专业评估者文件。此外，本研究还调查了协议的水平是否取决于行为的背景和内容，考试的特征或专业人员的特征。;从75名完成了临床研究的四年级医学生的分层随机样本中分析了绩效数据2012年进行的能力测验。学生轮流经历了15分钟的一系列遭遇，这些经历称为车站，分别采访了一名标准化患者。指导医学生：1）获取患者的病史； 2）进行身体检查； 3）讨论潜在的诊断。从医学生的自我报告，SP核对表以及专家评分者的遭遇记录中收集学生成绩的评分。分析集中在三个被研究站点中每个被认为对患者护理至关重要的4-7个行为项目上;三种评级来源的比较显示出显着差异。最重要的是，医学生的自我报告与专家的报告不太一致。医学生对大量关键动作项目的报告不足和过多，其同意程度因所处位置和行为性质而异。由于医学生倾向于低报行为，使用自我报告来评分表现会导致大量学生被错误地认定为考试不及格。；本研究讨论了医学生低报和高报的原因并提出建议改善策略。这项研究还列举了具体实例，探讨了调查结果对教师自我报告使用的影响。

著录项

  • 作者

    Richter Lagha, Regina Anne.;

  • 作者单位

    University of California, Los Angeles.;

  • 授予单位 University of California, Los Angeles.;
  • 学科 Educational tests measurements.;Medicine.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 166 p.
  • 总页数 166
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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