Is there a difference between self-perceived performance and observed performance in an Objective Structured Clinical Examination (OSCE)? An exploratory study among medical students in the United Arab Emirates

Abstract

This article was migrated. The article was not marked as recommended. Competency-based education and training has become a key component of healthcare systems across the globe. Ensuring that healthcare professionals are able to assess their own competencies is critical for continued professional development and the delivery of high-quality care. The aim of this study was to assess how medical students perceive their performance on an objective structured clinical examination. Using a cross-sectional study design, a sample of Emirati third and fourth year (preclinical) medical students (N=106; 56.4% response rate) was recruited from the United Arab Emirates University in Al Ain, United Arab Emirates. Medical students completed a short non-invasive clinical task (i.e. measuring and recording blood pressure and performing hand hygiene) followed by a structured survey to self-assess their performance and skills. Trained assessors used a clinical skills observation checklist tool to score each student's performance. According to the observed performance, 27.36% of medical students performed the objective structured clinical task adequately. In contrast, 69.52% rated their own performance as adequate. Furthermore, only 8.43% of medical students rated their own clinical skills as below average. This study did not find evidence that medical students can accurately assess their own clinical skills and performance. In order to support the delivery of high-quality healthcare, it is important that medical students develop their ability to accurately assess their own clinical skills and performance early in their medical careers. Teaching and appraising self-reflection is an important component of any undergraduate or postgraduate medical degree program.