Advances in Health Sciences Education

, Volume 7, Issue 1, pp 19–27

Accuracy of Student Self-Assessment Ability Compared to Their Own Performance in a Problem-Based Learning Medical Program: A Correlation Study

  • M. Tousignant
  • J.E. DesMarchais

DOI: 10.1023/A:1014516206120

Cite this article as:
Tousignant, M. & DesMarchais, J. Adv Health Sci Educ Theory Pract (2002) 7: 19. doi:10.1023/A:1014516206120


Objective: The purpose of this study was to evaluate the accuracy of self-assessment ability of students enrolled in a Problem-based Learning program.

Methods: Seventy students enrolled in their third year of a four-year program were invited to voluntarily participate in the study. Self-assessment questionnaire was used to measure the students' self-assessment ability on two different occasions: 1) prior to standardised oral examination in predicting their performance, and 2) following the examination estimating their performance. The accuracy of the self-assessment was investigated by the relation between self-assessment and performance of the students.

Results: Our study showed that self-assessment pre-examination was not accurate compared to performance at the oral examination (r ranging from 0.042 to 0.243).However, accuracy is slightly better when the student self-assesses his performance a posteriori, but the relation stays very low (r ranging from 0.257 to 0.334).

Conclusion:According to our results, the students in the third year of a self-directed Problem-based Learning medical four year program demonstrated poor accuracy of the self-assessment when compared to their own performance.

medicineproblem-based learningself-assessmentself-evaluationself-learning

Copyright information

© Kluwer Academic Publishers 2002

Authors and Affiliations

  • M. Tousignant
    • 1
  • J.E. DesMarchais
    • 2
  1. 1.Faculty of Health Sciences, School of the Science of Rehabilitation, Physiotherapy ProgramUniversity of OttawaOttawaCanada
  2. 2.Faculty of MedicineUniversity of SherbrookeSherbrookeCanada