Poster3 - 07: MORE THAN JUST PAPERWORK: THE ROLE OF MID-ROTATION SELF-EVALUATION DURING THE SURGICAL CLERKSHIP
Ryland Stucke, MD, Julia Kelly, BS, Andrew Crockett, MD, Meredith Sorensen, MD; Dartmouth-Hitchcock Medical Center
Background: Assessment and feedback are key aspects of the surgical clerkship allowing for targeted performance improvement. Mid-rotation self-assessment is common, but there is little data to demonstrate the utility or accuracy of student self-assessment.
Methods: Single-institution data was retrospectively collected for all 3rd-year medical students who completed the surgical clerkship during the 2016-2017 academic year. Mid-rotation assessments are identical for students and faculty and are completed independently. These data were compared to final performance grades using linear regression and Pearson’s correlation.
Results: 88 students finished the 3rd year clerkship consisting of two 4-week rotations. Complete student and faculty mid-rotation assessments were collected for 55 and 67 students from the first and second rotations respectively. Table 1 demonstrates Pearson’s correlation (r^2) for the variables in our analysis. Moderate correlation between student and faculty mid-rotation assessments existed. When analyzed in tertiles, top tertile students showed a trend towards weak to moderate correlation between mid-rotation scores (r^2=0.12; p=0.43), and poor performing students showed significant strong correlation between mid-rotation scores (r^2=0.43; p<0.01). No correlation existed between self-reported time spent studying for the NMBE exam and NBME exam grade.
| Mid-rotation self assessment | Mid-rotation faculty assessment | Self-reported study time for NMBE exam | |
| Mid-rotation faculty assessment | 0.20 (p<0.05) | - | - |
| NBME shelf grade | 0.03 | 0.05 | 0.002 |
| Final clinical perfomance | 0.02 | 0.04 | - |
| Composite rotation grade | 0.04 | 0.07 | <0.001 |
Conclusions: Mid-rotation student and attending assessments were correlated suggesting student insight into perfomance and the utility of a self-assessment tool. Poorer performing students showed stronger correlation with attending assessments, possibly from more frequent corrective feedback. However, poor correlation with mid-rotation assessments and final clinical performance was an unexpected finding. Similarly, time spent studying for the NMBE exam had no correlation to exam grade or final rotation grade. More work needs to be done to make sure that assessment methods are appropriately capturing student performance.