What's the Evidence: Self-Assessment Implications for Life-Long Learning in Emergency Medicine

Publication date: Available online 21 March 2017
Source:The Journal of Emergency Medicine
Author(s): Margaret Wolff, Sally A. Santen, Laura R. Hopson, Robin R. Hemphill, Susan E. Farrell
BackgroundThe 2012 Academic Emergency Medicine Consensus Conference, “Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success” noted that emergency medicine (EM) educators often rely on theory and tradition when molding their approaches to teaching and learning, and called on the EM education community to advance the teaching of our specialty through the performance and application of research in teaching and assessment methods, cognitive function, and the effects of education interventions.ObjectiveThe purpose of this article was to review the research-based evidence for the effectiveness of self-assessment and to provide suggestions for its use in clinical teaching and practice in EM.DiscussionThis article reviews hypothesis-testing research related to self-assessment behaviors and learning. Evidence indicates that self-assessment is inherently flawed when used in isolation. We review a multi-dimensional approach to informed self-assessment that can serve as the basis for life-long learning and development.ConclusionsAdvancing EM education will require that high-quality education research results be translated into actual curricular, pedagogical, assessment, and professional development changes. The informed self-assessment framework is a method that is applicable to teaching and practice in EM.



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