Show Learners How to Cultivate Professional Relationships July 2022: Identify Types of Learner Difficulty June 2022: Develop Your Learners' Teaching Skills May 2022: Set Shared Learning Objectives with Every Learner April 2022: Three Tips to Effectively Teach in the Presence of Patients March 2022: The Benefits of Direct Observation February 2022: Model Professional Behavior for Your Learners October 2021: A Collaborative Feedback Environment September 2021: Documenting Learner Performance August 2021: Help Learners Self-Reflect July 2021: Prepare Your Staff to Educate New Learners June 2021: Continuously Enhance Your Clinical Teaching Skills May 2021: Integrate Learners Into Your Team April 2021: Help Learners Develop Their Professional Identity March 2021: Personalized Teaching Skills Assessment Tool on Teaching February 2021: Communicating About a Learner in Difficulty November 2020: Look for Opportunities for Direct Observation October 2020: Virtual Professional Boundaries September 2020: Ensure Your Learners Recognize Feedback June 2020: Role Modeling Inclusivity May 2020: Tips for Welcoming Students Back to Clinic in a Pandemic World April 2020: Precepting in the Time of COVID-19 March 2020: Teaching the Student With Little Clinical Experience February 2020: Your Learners' Well-Being December 2019: Save Time By Frequently Assessing Learners November 2019: Role Model Feedback for Your Learners October 2019: A Growth Mindset Benefits Everybody September 2019: Prep for an Efficient Day Teaching in the Clinic August 2019: Recognize Learners in Difficulty with the HEART Acronym July 2019: Coach Students in Conflict Management June 2019: Engage Your Students with Goal-Directed Precepting May 2019: Find New Content Quickly March 2019: A Model for Structuring Your Student’s Clerkship February 2019: Prepare Your Patients to Have Students Involved in the Visit January 2019: Bringing New Learners Into Your Clinic November 2018: Write Learner Evaluations More Quickly October 2018: Using the Three Levels of Feedback When Precepting September 2018: Applying Adult Learning Principles to Your Precepting August 2018: Setting Expectations with Your Students July 2018: Providing Preventive Patient Care with Your Students June 2018: Implementing the Revised Student Documentation Guidelines from CMS May 2018: Prepare Your Patients to Have Students Involved in Their Visit April 2018: How Students Can Improve the Quality of Care in Your Practice March 2018: Increase the Efficiency of Your Precepting Using the Five-Step Microskills Model December 2017: Earn Up to 40 CME Credits November 2017: Empower Your Staff to Help Teach Your Students October 2017: Avoid Common Feedback Traps September 2017: Use Direct Observation for Easier Student Evaluations August 2017: Your Medical Students Can Improve Patient Care July 2017: Optimize Your Students' Use of Electronic Health Records June 2017: Structure Your Student's Clerkship Experience May 2017: Help Learners Succeed at Your Clinic April 2017: Using the RIME Model to Assess Your Learners March 2017: Writing Meaningful Comments on Your Learner Evaluations February 2017: Turn Brief Conversations Into Teaching Opportunities January 2017: Earn Up to 40 CME Credits December 2016: Varying Your Teaching Styles November 2016: Supporting Learners in Difficulty October 2016: Resources for Teaching Evidence-Based Medicine September 2016: Providing Better Feedback to Your Students August 2016: Getting to Know New Students at Your Practice July 2016: Teaching the Skill of Self-Assessment June 2016: Teaching About Patients With Complexity May 2016: Complete List of New TeachingPhysician.org Pages March 2016: The New Site Has Launched! February 2016: Two New Pages about Teaching in the Presence of Patients January 2016: New Interview About Teaching in the Presence of Patients

Teaching the Skill of Self-Assessment

Most medical educators agree that it’s essential for residents and students to learn how to accurately self-assess their own clinical skills. But how can you teach this complex skill in the midst of a busy clinical schedule? Elizabeth Hengstebeck, DO, chair and associate professor of family medicine at the Alabama College of Osteopathic Medicine, has recently added self-assessment training to the doctoring curriculum at her college and now offers regular opportunities to her students for practicing meaningful self-assessment.

In a new audio interview with Dr Dennis Baker, PhD, the editor of Teaching Physician, Dr Hengstebeck shares her methods for teaching her students how to self-assess their own performance.

Dennis Baker: Why did you feel that it is important to incorporate the skill of self-assessment into the doctoring curriculum?

Elizabeth Hengstebeck: Like any other skill, it is essential that learners practice self-assessment in order to become proficient in it. As educators, it is vital that we recognize the importance of helping learners master this skill in order for them to ultimately become self-directed, self-critical, lifelong learners.

Dennis Baker: Can you give us an example that illustrates this process?

Elizabeth Hengstebeck: Students were required to review their recorded videos following a standardized patient encounter several times during each semester. I really liked to use this approach because it gave the learners a unique experience of being the observer of the event rather than the participant. In other words, students could step out of themselves and view the interaction more objectively. For many of the students, it may have been the first time that they were able to see themselves as their future patients may see them.

Dennis Baker: Thinking back about how you were teaching students as a preceptor in your private office setting, what are some strategies you would now use to help students develop their self-assessment skills?

Elizabeth Hengstebeck: I encourage each student to become an active participant in the feedback process. So a few days prior to a feedback session, I would guide a student by asking him to identify one or two areas that he feels he is performing well and one or two areas where he would like to improve. This way I could ensure that the feedback that I give is focused and meaningful to him. Using this format lends itself to a feedback session that is positive and productive because it provides the student with an opportunity to be the first one to identify a problem area or an area of weakness. In essence, the student becomes an active partner in the feedback process instead of a passive one.

 

Dr Hengstebeck shares other tips during the interview, including:

  • How she trains her faculty to use a simple framework for feedback sessions
  • What types of self-assessment activities are incorporated into two years of doctoring curriculum
  • Strategies for preceptors in a private practice to develop self-assessment skills for their students

Log in to hear the entire interview and find more practical ways to teach the skill of self-assessment to learners. You can also take a look at these related pages on TeachingPhysician.org: