ArticleBMC medical education2020
Informed self-assessment versus preceptor evaluation: a comparative study of pediatric procedural skills acquisition of fifth year medical students.
Article in BMC medical education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
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Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it, 18 citations in OpenAlex.
- Informing factors and outcomes of self-assessment practices in medical education: a systematic review.Annals of medicine · 2024Pooled it
- The CHIRO-Force peer-assisted learning program for manual therapy education.The Journal of chiropractic education · 2026Article
- Training and assessment of skills in neuraxial space access: a scoping review of educational approaches to lumbar puncture, epidural anaesthesia, and spinal anaesthesia.British journal of anaesthesia · 2025Article
- Simulation Platforms to Train and Assess Pediatric Acute Care Procedural Skills: A Scoping Review.AEM education and training · 2025Article
- Development of Competencies in Emergency Nursing: Comparison Between Self-Assessment and Tutor Evaluation Before and After a Training Intervention.Nursing reports (Pavia, Italy) · 2024Article
- Factors to Effective Clinical Experience, Willingness to pursue Career in Rural Health Facilities among Nursing Students on Clinical Placement in Southeast Nigeria and Rural Development.Investigacion y educacion en enfermeria · 2024Article
- Temporal changes in medical student perceptions of their clinical skills and needs using a repeated self-assessment instrument.BMC medical education · 2021Article
- Self-Assessment Techniques in Clinical Studies in Public Universities in Anambra State: Benefits and Alignment With Supervisors Evaluation as Perceived by Medical Students.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
7 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundSimulation training is widely used in medical education as students rarely perform clinical procedures, and confidence can influence practitioners' ability to perform procedures. Thus, this study assessed students' perceptions and experiences of a pediatric skills program and compared their informed self-assessment with their preceptor-evaluated performance competency for several pediatric clinical procedures.
methodsA total of 65 final-year medical students attended a weeklong pediatric skills training course by the University of Tripoli that used a manikin and various clinical scenarios to simulate real-life cases. Participants completed questionnaires self-assessing their performance skills, while examiners evaluated each students' competency on five procedural skills (lumbar puncture, nasogastric tube insertion, umbilical vein catheterization, intraosseous access, and suprapubic aspiration) using an objective structured clinical examination (OSCE) model. Differences between agreement levels in question responses were evaluated through a nonparametric chi-square test for a goodness of test fit, and the relationship between confidence levels and the OSCE scores for each procedure was assessed using Spearman's rank-order correlation.
resultsAll participants completed the informed self-assessment questionnaire and OSCE stations. The frequency differences in agreement levels in students' questionnaire responses were statistically significant. No significant differences were found between students' self-assessment and preceptors' evaluation scores. For each procedure's passing score rate, umbilical vein catheterization had the highest passing rate (78.5%) and nasogastric tube placement the lowest (56.9%). The mean performance scores were above passing for all procedures. The Wilcoxon signed-rank test revealed no significant differences between participants' self-assessment and their preceptor-evaluated competency; students correctly perceived and assessed their ability to perform each procedure.
conclusionsHigh competence in several life-saving procedures was demonstrated among final-year medical students. The need for consistent and timely feedback, methods to increase medical students' confidence, and further development and improvement of competency-based assessments are also highlighted.
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