Exploring the learning curve in medical education: using self-assessment as a measure of learning.
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.
Thompson
Britta M
BM
Baylor College of Medicine, M220, Houston, TX 77030, USA. brittat@bcm.edu
Rogers
John C
JC
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