title: Factors influencing medical students' self-assessment of examination performance accuracy: A United Arab Emirates study.
abstract: BACKGROUND
  Assessment of one's academic capabilities is essential to being an effective, self-directed, life-long learner. The primary objective of this study was to analyze self-assessment accuracy of medical students attending the College of Medicine and Health Sciences, United Arab Emirates University, by examining their ability to assess their own performance on an MCQ examination.
  
  
  METHODS
  1 st and 2 nd year medical students (n = 235) self-assessed pre and post-examination performance were compared with objectively measured scores (actual examination performance). Associations between accuracy of score prediction (pre and post assessment), and students' gender, year of education, perceived preparation, confidence and anxiety were also determined.
  
  
  RESULTS
  Expected mark correlated significantly with objectively assessed marks (r = 0.407; P < 0.01) but with low predictability (R 2 = 0.166). The average objectively determined mark was 69% and the average expected mark was equivalent to 83%; indicating that students significantly overestimate their examination performance. Self-assessed pre-examination score range was significantly different between males and females (P < 0.05) with females expecting higher marks. Preparation and confidence correlated significantly with actual examination score (P < 0.05; r = 0.459 and 0.569 respectively).
  
  
  CONCLUSIONS
  Gender, self-reported preparation and confidence are associated with self-assessment accuracy. Findings reinforce existing evidence indicating that medical students are poor self-assessors. There are potentially multiple explanations for misjudgment of this multidimensional construct that require further investigation and change in learning cultures. The study offers clear targets for change aimed at optimizing self-assessment capabilities.
authors.affiliation: Department of Medical Education, College of Medicine and Health Sciences, UAE University, Al Ain, UAE.
authors.forename: Sami
authors.initials: S
authors.lastname: Shaban
authors.affiliation: Department of Pediatrics, College of Medicine and Health Sciences, UAE University, Al Ain, UAE.
authors.forename: Elhadi H
authors.initials: EH
authors.lastname: Aburawi
authors.affiliation: Department of Psychiatry, Norfolk and Suffolk NHS Foundation Trust, Woodlands Hospital, Ipswich, Suffolk, UK.
authors.forename: Khalifa
authors.initials: K
authors.lastname: Elzubeir
authors.affiliation: Department of Medical Education, College of Medicine and Health Sciences, UAE University, Al Ain, UAE.
authors.forename: Sambandam
authors.initials: S
authors.lastname: Elango
authors.affiliation: Department of Medical Education, College of Medicine and Health Sciences, UAE University, Al Ain, UAE.
authors.forename: Margaret
authors.initials: M
authors.lastname: El-Zubeir
mesh_terms: D001007:Anxiety / Q000523:psychology; D004504:Education, Medical, Undergraduate / Q000379:methods; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D012647:Self-Assessment; D012737:Sex Factors; D013337:Students, Medical / Q000523:psychology*; D014479:United Arab Emirates