Accepted Type
Dedicated Poster
Code
LP1 - 08
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Poster
Sub Type
Education Research
Will the presenter be a:
Student
Affiliation
Title
The self-feedback of overconfident and underconfident medical residents: a qualitative analysis
Length of Presentation
Background/Purpose
Self-assessment is a core component of competency-based medical education that draws on different sources to reflect on one's own skills and abilities. Self-confidence is an important element in the process of self-assessment, although the relationship between these variables is poorly understood. We explored the qualitative themes provided in the self-assessment rationale between over- and underconfident residents.
Methods
Following the completion of a simulation-based resuscitation course in 2017, 41 residents completed a 4-scenario summative OSCE. After each scenario, both self-assessment and assessment by an attending physician was completed and involved an entrustment score and narrative rationale. Learners were assigned to a confidence group based on the difference between the faculty-assigned and self-assessment scores for each scenario. Ten residents were assigned to each group and their narrative rationales were thematically coded for differences in content and quality of feedback.
Results
The content of the self-feedback differed between the two groups. Overconfident residents highlighted areas of speed and broad situational management, while underconfident residents commented on lack of support, and a need to improve communication, diagnosis, and code blue management. Further differences were noted in the quality of self-feedback. While both groups highlighted areas of investigation, management, and treatment, the underconfident residents documented higher quality comments that were detailed and granular.
Conclusion
The findings of this study provide insight into the areas of focus and quality of self-feedback between learners with different levels of confidence. This can have valuable implications for debriefing and curriculum design within the CBME curricula.
Keyword 1
CBME
Keyword 2
Simulation
Keyword 3
Self-feedback
Level of Training
General
Abstract Themes
Assessment
Assessment
- OSCE/OSPE/OSTE
- Self assessment
- Written/Narrative
Additional Theme (First choice)
Postgraduate
Additional Theme (Second Choice)
Continuing Medical Education
Additional Theme (Third Choice)
Authors
Presenter
Maryam Bagherzadeh
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
