title: Exploring the learning curve in medical education: using self-assessment as a measure of learning.
abstract: BACKGROUND
  Learning is a complex process that follows predictable patterns. The authors explored whether students' self-assessment of competencies could be used as a measure of learning within medical school.
  
  
  METHODS
  Medical students (all grade levels) rated their achievement of competencies at the beginning and end of an academic year. Repeated-measures ANOVA and [eta]2 were used to determine differences.
  
  
  RESULTS
  Five hundred thirty-three students participated (response rate = 79.3%). Self-assessment ratings between four grade levels were significant (P < .001, [eta]2 = 0.33), with the steepest difference between MS2 and MS3; professionalism ratings remained relatively stable. The largest percent increase within an academic year occurred between MS1 and MS2, with little increase within MS3 and MS4.
  
  
  CONCLUSIONS
  Medical students' self-assessment ratings of competencies indicated differences between grade levels and during an academic year, following a sigmoidal curve. These results have implications for medical education and indicate the need to develop longitudinal measures to track changes in learning.
authors.affiliation: Baylor College of Medicine, M220, Houston, TX 77030, USA. brittat@bcm.edu
authors.forename: Britta M
authors.initials: BM
authors.lastname: Thompson
authors.forename: John C
authors.initials: JC
authors.lastname: Rogers
mesh_terms: D002983:Clinical Competence; D015331:Cohort Studies; D003430:Cross-Sectional Studies; D004504:Education, Medical, Undergraduate; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D011594:Psychometrics; D015203:Reproducibility of Results; D012647:Self-Assessment; D013337:Students, Medical / Q000523:psychology; D013997:Time Factors