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Lurie, S. J., Meldrum, S., Nofziger, A. C., Sillin, L. F., Mooney, C. J., & Epstein, R. M. (2007a). Changes in self-perceived abilities among male and female medical students after the first year of clinical training. Medical Teacher, 29, 921-926. doi:10.1080/01421590701753559

has been cited by the following article:

• TITLE: Investigating the Reliability and Validity of Self and Peer Assessment to Measure Medical Students’ Professional Competencies

  AUTHORS: Tyrone Donnon, Joann McIlwrick, Wayne Woloschuk

  KEYWORDS: Self Assessment; Peer Assessment; Multisource Feedback; Medical Students

  JOURNAL NAME: Creative Education, Vol.4 No.6A, June 13, 2013

  ABSTRACT: The use of peer assessment through a multisource feedback process has gained recognition as a reliable and valid method to assess the characteristics of professionals and trainees. A total of 168 first-year medical students completed a 15-item questionnaire to self-assess their professional work habits and interpersonal abilities. Each student was expected to identify 8 first-year classmates to complete a corresponding 15-item peer assessment. Although the self and peer assessment questionnaires had strong reliability (Cronbach’s α = 0.85 and 0.91, respectively), an exploratory factor analysis resulted in a 3- and 2- factor solution, respectively. The third factor was associated with items related to students’ personal attributes. Significantly lower mean score differences for the self-report assessment were found for all 15 items (Cohen’s d = 0.27 to 1.39, p gards to the construct validity and stability of measures between self and peer assessment measures. The need for self-awareness of students’ strengths and limitations, however, is recommended as part of their development in a profession that emphasizes self-regulation.