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Comparison of faculty assessment and students’ self-assessment of performance during clinical case discussions in a pharmacotherapy capstone course

Comparison of faculty assessment and students’ self-assessment of performance during clinical case discussions in a pharmacotherapy capstone course

“The correlation between student self-assessment scores and faculty assessment scores indicates differentiation between high and low performers.” (p.194) “Students who scored themselves high also received high scores by their faculty facilitator, while those who scored themselves lower also received lower scores from faculty.” (p.195) “Although student characteristics of age, gender, and GPA at graduation did not influence self-assessment, females consistently score themselves lower than males.” (p.196)

Wettergreen, S. A., Brunner, J., Linnebur, S. A., Borgelt, L. M., & Saseen, J. J. (2017). Comparison of faculty assessment and students’ self-assessment of performance during clinical case discussions in a pharmacotherapy capstone course. Medical Teacher, 40(2), 193-198. doi:10.1080/0142159x.2017.1397271

Resource Theme(s): Assessments in capstone courses

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