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首页> 外文期刊>Academic Pathology >Myth or Reality: Self-Assessment Is Central to Effective Curriculum in Anatomical Pathology Graduate Medical Education
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Myth or Reality: Self-Assessment Is Central to Effective Curriculum in Anatomical Pathology Graduate Medical Education

机译：神话或现实：自我评估是解剖病理学研究生教育的有效课程的核心

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摘要

Self-assessment, a personal evaluation of one’s professional attributes and abilities against a perceived norm, has frequently been cited as a necessary component of self-directed learning and the maintenance of competency within regulated health professions, including the medical professions. However, education research literature has consistently shown uninformed personal global assessment of performance to be inaccurate in a variety of contexts, and have limited value in a workplace-based curriculum. Incorporating known standards of performance with internal and external data on the performance improves a learner’s ability to accurately self-assess. Selecting content suitable for self-assessment, providing explicit assessment standards, encouraging feedback-seeking behaviors, supporting a growth mindset, and providing quality feedback in a supportive context are all strategies that can support learner self-assessment, learner engagement in reflection, and action on feedback in Anatomical Pathology graduate medical education.
机译：自我评估，对一个人的专业属性和对感知常态的能力进行个人评估，经常被认为是自我指导学习的必要组成部分，并在包括医疗专业的监管卫生专业内维持能力。然而，教育研究文献一直显示出在各种背景下不准确的绩效的不知情的个人全球评估，并在基于工作场所的课程中具有有限的价值。将已知的性能标准与内部和外部数据的性能提高了学习者准确自我评估的能力。选择适合自我评估的内容，提供明确的评估标准，鼓励寻求反馈的行为，支持增长心态，并在支持性上下文中提供质量反馈是可以支持学习者自我评估，学习者参与反思的策略和行动的策略。论解剖学病理研究生教育的反馈。

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