Investigating the Reliability and Validity of Self and Peer Assessment to Measure Medical Students’ Professional Competencies
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The use of peer assessment through a multisource feedback process has gained recognition as a reliable and valid method to assess the characteristics of professionals and trainees. A total of 168 first-year medical students completed a 15-item questionnaire to self-assess their professional work habits and interpersonal abilities. Each student was expected to identify 8 first-year classmates to complete a corresponding 15-item peer assessment. Although the self and peer assessment questionnaires had strong reliability (Cronbach’s α = 0.85 and 0.91, respectively), an exploratory factor analysis resulted in a 3- and 2- factor solution, respectively. The third factor was associated with items related to students’ personal attributes. Significantly lower mean score differences for the self-report assessment were found for all 15 items (Cohen’s d = 0.27 to 1.39, p gards to the construct validity and stability of measures between self and peer assessment measures. The need for self-awareness of students’ strengths and limitations, however, is recommended as part of their development in a profession that emphasizes self-regulation.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it