First-year pharmacy students' self-assessment of communication skills and the impact of video review.
OBJECTIVE
To determine the ability of first-year students to self-assess communication skills and measure the impact of video review on students' self-assessment.


METHODS
Students participated in a digital video-recorded, counseling-simulation exercise and completed self-assessment before and after viewing their video. A faculty member evaluated the students using the same counseling assessment tool.


RESULTS
Correlation between the students' self-assessment scores and the faculty member's scores were poor (pre-video: r = 0.38, post-video: r = 0.46). The largest portion of the students overestimated their skills in comparison to the faculty member's evaluations (47.1% pre-video and 67.9% post-video). Those in the lowest quartile overestimated their skills, while those in the upper quartile underestimated their skills (pre-video). Video review brought about an increase in the self-assessment scores for nearly two-thirds (62.1%) of the students.


CONCLUSIONS
First-year pharmacy students had difficulty self-assessing, and video review increased their perception of skill achievement. A curriculum should include opportunities for students to develop self-assessment skills early in the program, and this should be reinforced throughout the curriculum.
Mort
Jane R
JR
College of Pharmacy, South Dakota State University, Brookings, South Dakota 57007, USA. Jane.Mort@sdstate.edu
Hansen
Daniel J
DJ
D003142:Communication; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D006801:Humans; D012647:Self-Assessment; D013339:Students, Pharmacy / Q000523:psychology*; D014741:Video Recording
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