Dearnley CA, Meddings FS: Student self-assessment and its impact on learning: pilot study. Nurse Educ Today 27: 333, 2006.
Edwards RK, Kellner KR, Sistrom CL, et al: Medical student self-assessment of performance on an obstetrics and gynecology clerkship. Am J Obstet Gynecol 188: 1078, 2003.
Davis DA, Mazmanian PE, Fordis M, et al: Accuracy of physician self-assessment compared with observed measures of competence: a systemic review. JAMA 296: 1094, 2006.
Gordon MJ: A review of the validity and accuracy of self-assessments in health professions training. Acad Med 76: 762, 1991.
Woolliscroft JO, TenHaken J, Smith J, et al: Medical students' clinical self-assessments: comparisons with external measures of performance and the students' self-assessment of overall performance and effort. Acad Med 64: 285, 1993.
Arnold L, Willoughby TL, Calkins EV: Self-evaluation in undergraduate medical education: the longitudinal perspective. Med Educ 60: 21, 1985.
Background: Student self-assessment is viewed as an important tool in medical education. We sought to identify the relationship between student academic performance and third-year clinical performance self-assessment. No such study exists in podiatric medical education.
Methods: Third-year podiatric medical students from the classes of 2012 through 2014 completed a self-assessment of their performance for each of five broad clinical podiatric medical domains (Professionalism, Medicine, Radiology, Surgery, and Biomechanics/Orthopedics). The assessment was completed after students finished the first 12 weeks of their third-year clinical rotations (PRE) and a second time at the conclusion of the third year (POST). The mean self-assessment score for PRE and POST surveys for all combined domains was determined for each student. This mean was compared with the student's 3-year cumulative grade point average (GPA). Students' clinical experiences for the year were essentially identical.
Results: No statistically significant correlation was identified between cumulative GPA and the PRE and POST clinical self-assessments or with the change between PRE and POST assessments based on the Pearson correlation test for each class separately or on the pooled data.
Conclusions: Published studies in allopathic medical education have shown that students with lower GPAs tend to rate their clinical performance higher in initial clinical performance self-assessment. Our results show that student academic performance was not correlated with clinical performance self-assessment. These findings may be due to the explicit description of successful clinical competency completion, the orientation students receive before the start of clinical training, and the continuous feedback received from clinical preceptors.