Simulation-based emergency medicine resident self-assessment

Annie T. Sadosty, M. Fernanda Bellolio, Torrey A. Laack, Anuradha Luke, Amy Weaver, Deepi G. Goyal

Research output: Contribution to journalArticle

14 Scopus citations

Abstract

Videotaped recordings of simulation-based performance may allow learners the opportunity to review, evaluate, and reflect upon their own performance. To determine the accuracy of resident performance self-assessment after a simulation-based encounter; compare low- and high-scoring residents' abilities to evaluate their performance; and determine if video-assisted performance review improves self-assessment accuracy. Emergency Medicine residents participated in a videotaped simulation-based assessment. Residents evaluated their performance immediately after completing simulated cases, and after reviewing the session's video. Self-ratings were compared to the faculty observers, and scores were divided based on the median. Seventeen residents participated, providing 270 self-ratings before, and 269 after, video review. Before video review, residents accurately graded their performance in 73.7% of the items. High- and low-scoring residents accurately self-assessed 83.9% and 62.2% of items, respectively. The odds of a high scorer accurately rating their own performance were 3.2 times that of a low scorer (95% confidence interval [CI] 1.95.2, p < 0.001). After video review, resident self-assessments were accurate for 73.6% of the items. High scorers were accurate in their post-video self-assessment in 83.3% of the items, vs. 62.4% for low scorers. After video review, the odds of a high scorer accurately self-rating their performance were 3.0 times that of a low scorer (95% CI 2.14.1, p < 0.001). Residents' abilities to self-assess vary, and performance quality may influence self-assessment. Video review did not significantly increase self-assessment accuracy. Improving self-assessment skills may assist residents in identifying practice gaps, thereby allowing them to focus their energy toward filling that gap.

Original languageEnglish (US)
Pages (from-to)679-685
Number of pages7
JournalJournal of Emergency Medicine
Volume41
Issue number6
DOIs
StatePublished - Dec 1 2011

Keywords

  • emergency medicine
  • graduate medical education
  • patient simulation
  • self-assessment

ASJC Scopus subject areas

  • Emergency Medicine

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