%0 Journal Article
%T Investigating the Reliability and Validity of Self and Peer Assessment to Measure Medical Students¡¯ Professional Competencies
%A Tyrone Donnon
%A Joann McIlwrick
%A Wayne Woloschuk
%J Creative Education
%P 23-28
%@ 2151-4771
%D 2013
%I Scientific Research Publishing
%R 10.4236/ce.2013.46A005
%X <p style=\"text-align:justify;\">
	<span style=\"font-size:12px;\">The use of peer
assessment through a multisource feedback process has gained recognition as a
reliable and valid method to assess the characteristics of professionals and
trainees. A total of 168 first</span><span style=\"font-size:12px;\">-</span><span style=\"font-size:12px;\">year medical students
completed a 15</span><span style=\"font-size:12px;\">-</span><span style=\"font-size:12px;\">item questionnaire to self-assess their
professional work habits and in</span><span style=\"font-size:12px;\">terpersonal
abilities. Each student was expected to identify 8 first</span><span style=\"font-size:12px;\">-</span><span style=\"font-size:12px;\">year classmates to complete a corre</span><span style=\"font-size:12px;\">sponding 15</span><span style=\"font-size:12px;\">-</span><span style=\"font-size:12px;\">item peer assessment. Although the self and peer assessment
questionnaires had strong reli</span><span style=\"font-size:12px;\">ability (Cronbach¡¯s
¦Á = 0.85 and 0.91, respectively), an exploratory factor analysis resulted in a
3</span><span style=\"font-size:12px;\">- </span><span style=\"font-size:12px;\">and 2</span><span style=\"font-size:12px;\">- </span><span style=\"font-size:8.5pt;\"><span style=\"font-size:12px;\">factor solution,
respectively. The third factor was associated with items related to students¡¯ </span><i><span style=\"font-size:12px;\">personal at</span></i></span><i><span style=\"font-size:12px;\">tributes</span></i><span style=\"font-size:8.5pt;\"><span style=\"font-size:12px;\">. Significantly
lower mean score differences for the self-report assessment were found for all
15 items (Cohen¡¯s </span><i><span style=\"font-size:12px;\">d</span></i><span style=\"font-size:12px;\"> = 0.27 to 1.39, </span><i><span style=\"font-size:12px;\">p </span></i><span style=\"font-size:12px;\">&lt; 0.001). A decision study analysis
found that 7 peer assessors were needed to achieve a generalizability
coefficient of 0.70. The findings suggest some inconsistencies in re</span></span><span style=\"font-size:12px;\">gards to the construct validity and stability of measures between self
and peer assessment measures. The need for self-awareness of students¡¯
strengths and limitations, however, is recommended as part of their development
in a profession that emphasizes self-regulation.</span> 
</p>
%K Self Assessment
%K Peer Assessment
%K Multisource Feedback
%K Medical Students
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=32932