The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide 10
The self-regulating health professional is increasingly expected to identify their own learning needs through a process of ongoing self-assessment. Self-assessment is integral to many appraisal systems and has been espoused as an important aspect of personal professional behaviour by several regulatory bodies and those developing learning outcomes for clinical students. In order to determine whether specific methods of self-assessment can lead to changes in learning activity or clinical practice, we undertook a systematic review of the health professions’ literature. In this review we considered the evidence base on self-assessment since Gordon’s comprehensive review in 1991.
- Brian McKinstry (Lead Reviewer), Senior Research Fellow in the General Practice section of the Division of Community Health Sciences, The University of Edinburgh, UK
- Iain Colthart, Research & Information Officer at NHS Education for Scotland, Edinburgh, UK
- Gellisse Bagnall, Educational Development Manager, NHS Education for Scotland, Glasgow, UK
- Alison Evans, Associate Director in Postgraduate General Practice Education (Yorkshire), NHS PG Medical & Dental Education, University of Leeds, UK
- Helen Allbutt, Research and Information Officer, NHS Education for Scotland, UK
- Alex Haig, e-Portfolio Projects Manager, NHS Education for Scotland, Edinburgh, UK
- Dr Jan Illing, Senior Research Associate at the Postgraduate Institute for Medicine and Dentistry at the University of Newcastle upon Tyne, UK
Online at BEME
- Published paper (2008)
BEME PDF Guide
- BEME Guide 10: Not yet available for purchase. Please contact BEME for further details.