Impact of gender on self-assessment accuracy among fourth-year French medical students on faculty’s online Objective Structured Clinical Examinations
Abstract Background Historically, women have been shown to underestimate their abilities, while men often assess themselves more accurately or overestimate. This study aims to determine self-assessment accuracy during online Objective Structured Clinical Examinations (OSCEs) according to gender. Met...
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BMC
2024-12-01
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| Online Access: | https://doi.org/10.1186/s12909-024-06573-x |
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| author | Sylvain Bodard Donia Bouzid Valentine Marie Ferré Claire Carette Joelle Kivits Yann Nguyen Michael Thy Ugo Marchèse Bénédicte Oulès Lina Khider Christian de Tymowski Nelly Burnichon Tristan Mirault Albert Faye Laura I. Levi |
| author_facet | Sylvain Bodard Donia Bouzid Valentine Marie Ferré Claire Carette Joelle Kivits Yann Nguyen Michael Thy Ugo Marchèse Bénédicte Oulès Lina Khider Christian de Tymowski Nelly Burnichon Tristan Mirault Albert Faye Laura I. Levi |
| author_sort | Sylvain Bodard |
| collection | DOAJ |
| description | Abstract Background Historically, women have been shown to underestimate their abilities, while men often assess themselves more accurately or overestimate. This study aims to determine self-assessment accuracy during online Objective Structured Clinical Examinations (OSCEs) according to gender. Methods A prospective study was conducted among fourth-year medical students at Paris Cité University during faculty training OSCEs, utilizing Zoom® software for remote participation. Students and evaluators assessed performances using 5-point Likert scales for medical knowledge, interpersonal skills, and overall performance. Additionally, students predicted their grade out of twenty. The assessment covered three independent stations. Results This study included 259 medical students (177 women, 81 men, one non-binary (excluded from further analyses)) evaluated by 130 physicians. Evaluator scores did not differ according to students’ gender (total score out of 20: men: 10.25 ± 3.45, women: 10.23 ± 3.44 p = 0.817) nor students’ self-assessments (total score out of 20: men: 11.22 ± 3.02, women: 11.00 ± 3.03; p = 0.466) whatever the domains and stations (all p > 0.05). The difference (delta) between self-assessment and evaluator scores for medical knowledge (men: 0.73 ± 1.00, women: 0.64 ± 1.02; p = 0.296), interpersonal skills (men: 1.02 ± 1.06, women: 0.93 ± 1.09; p = 0.296), and total score (men: 0.98 ± 3.41, women: 0.68 ± 3.42; p = 0.296) showed no gender differences. Further analysis categorized students based on their self-assessment accuracy, revealing that both men and women displayed a high ratio of accurate self-assessments (78.1% for overall performance across all stations), with minimal overestimation observed in both genders (20.9% for overall performance across all stations). Instances of overestimation or underestimation were rare and not consistent over the 3 stations, indicating that such misjudgments are likely situational rather than inherent traits. Discussion This study reveals similar self-assessment accuracy according to gender in online training OSCEs suggesting a shift towards gender-equitable self-perceptions among medical students compared to previous studies. Research remains necessary to corroborate these results and explore the underlying factors contributing to this shift in self-perception. |
| format | Article |
| id | doaj-art-5ea29d627c96424a81c4ea526664a1a3 |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | BMC |
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| series | BMC Medical Education |
| spelling | doaj-art-5ea29d627c96424a81c4ea526664a1a32025-01-05T12:33:46ZengBMCBMC Medical Education1472-69202024-12-0124111310.1186/s12909-024-06573-xImpact of gender on self-assessment accuracy among fourth-year French medical students on faculty’s online Objective Structured Clinical ExaminationsSylvain Bodard0Donia Bouzid1Valentine Marie Ferré2Claire Carette3Joelle Kivits4Yann Nguyen5Michael Thy6Ugo Marchèse7Bénédicte Oulès8Lina Khider9Christian de Tymowski10Nelly Burnichon11Tristan Mirault12Albert Faye13Laura I. Levi14Department of Radiology, Hôpital Necker, AP-HP, Université Paris CitéEmergency Department, Hôpital Bichat-Claude Bernard, AP-HP, Université Paris CitéVirology Department, Université Paris Cité, Hôpital Bichat-Claude Bernard, AP-HP, IAME, INSERM UMR_1137Department of Nutrition, Hôpital Européen Georges Pompidou, AP-HP, Université Paris CitéUniversité Paris Cité, ECEVE, UMR 1123, InsermDepartment of Internal Medicine, Hôpital Beaujon, AP-HP, Université Paris CitéMedical and Infectious Diseases ICU, Hôpital Bichat Claude Bernard, AP-HP, Université Paris CitéDepartment of Digestive, Hepatobiliary and Endocrine Surgery, Hôpital Cochin, AP-HP, Université Paris CitéDepartment of Dermatology, INSERM U1016 Institut Cochin, Hôpital Cochin AP-HP, Université Paris CitéDepartement of Vascular Medicine, INSERM U970 PARCC, Hôpital Européen Georges-Pompidou, AP-HP, Université Paris CitéUniversité Paris Cité, INSERM UMR1149, CRIUniversité Paris Cité, INSERM, PARCCDepartement of Vascular Medicine, INSERM U970 PARCC, Hôpital Européen Georges-Pompidou, AP-HP, Université Paris CitéDepartment of General Pediatrics, Infectious Diseases and Internal Medicine, Hôpital Robert Debré, AP-HP, Université Paris CitéDepartment of Infectious and Tropical Diseases, Hôpital Saint-Louis Et Lariboisière, AP-HP, Université Paris CitéAbstract Background Historically, women have been shown to underestimate their abilities, while men often assess themselves more accurately or overestimate. This study aims to determine self-assessment accuracy during online Objective Structured Clinical Examinations (OSCEs) according to gender. Methods A prospective study was conducted among fourth-year medical students at Paris Cité University during faculty training OSCEs, utilizing Zoom® software for remote participation. Students and evaluators assessed performances using 5-point Likert scales for medical knowledge, interpersonal skills, and overall performance. Additionally, students predicted their grade out of twenty. The assessment covered three independent stations. Results This study included 259 medical students (177 women, 81 men, one non-binary (excluded from further analyses)) evaluated by 130 physicians. Evaluator scores did not differ according to students’ gender (total score out of 20: men: 10.25 ± 3.45, women: 10.23 ± 3.44 p = 0.817) nor students’ self-assessments (total score out of 20: men: 11.22 ± 3.02, women: 11.00 ± 3.03; p = 0.466) whatever the domains and stations (all p > 0.05). The difference (delta) between self-assessment and evaluator scores for medical knowledge (men: 0.73 ± 1.00, women: 0.64 ± 1.02; p = 0.296), interpersonal skills (men: 1.02 ± 1.06, women: 0.93 ± 1.09; p = 0.296), and total score (men: 0.98 ± 3.41, women: 0.68 ± 3.42; p = 0.296) showed no gender differences. Further analysis categorized students based on their self-assessment accuracy, revealing that both men and women displayed a high ratio of accurate self-assessments (78.1% for overall performance across all stations), with minimal overestimation observed in both genders (20.9% for overall performance across all stations). Instances of overestimation or underestimation were rare and not consistent over the 3 stations, indicating that such misjudgments are likely situational rather than inherent traits. Discussion This study reveals similar self-assessment accuracy according to gender in online training OSCEs suggesting a shift towards gender-equitable self-perceptions among medical students compared to previous studies. Research remains necessary to corroborate these results and explore the underlying factors contributing to this shift in self-perception.https://doi.org/10.1186/s12909-024-06573-xObjective structured clinical examinationsGender differenceSelf-perceptionSelf-assessmentOverestimationUnderestimation |
| spellingShingle | Sylvain Bodard Donia Bouzid Valentine Marie Ferré Claire Carette Joelle Kivits Yann Nguyen Michael Thy Ugo Marchèse Bénédicte Oulès Lina Khider Christian de Tymowski Nelly Burnichon Tristan Mirault Albert Faye Laura I. Levi Impact of gender on self-assessment accuracy among fourth-year French medical students on faculty’s online Objective Structured Clinical Examinations BMC Medical Education Objective structured clinical examinations Gender difference Self-perception Self-assessment Overestimation Underestimation |
| title | Impact of gender on self-assessment accuracy among fourth-year French medical students on faculty’s online Objective Structured Clinical Examinations |
| title_full | Impact of gender on self-assessment accuracy among fourth-year French medical students on faculty’s online Objective Structured Clinical Examinations |
| title_fullStr | Impact of gender on self-assessment accuracy among fourth-year French medical students on faculty’s online Objective Structured Clinical Examinations |
| title_full_unstemmed | Impact of gender on self-assessment accuracy among fourth-year French medical students on faculty’s online Objective Structured Clinical Examinations |
| title_short | Impact of gender on self-assessment accuracy among fourth-year French medical students on faculty’s online Objective Structured Clinical Examinations |
| title_sort | impact of gender on self assessment accuracy among fourth year french medical students on faculty s online objective structured clinical examinations |
| topic | Objective structured clinical examinations Gender difference Self-perception Self-assessment Overestimation Underestimation |
| url | https://doi.org/10.1186/s12909-024-06573-x |
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