KL03.1: Self-judgment as a key to life-long learning
From athletic coaches to business leaders there is a general belief that the path to better performance is through “looking in the mirror” to openly and honestly identify one’s weaknesses and take steps to improve upon them. The health professions may provide the most extreme example, as the industry’s current models of maintenance of competence and quality assurance are formalizations, in large part, of the instruction “Physician, know thyself.” Unquestionably we each have more information available to us with which to judge our own abilities than do any external observers. It is this very wealth of information, however, that can fool us into generating inaccurate judgments of our own abilities. Various research efforts raise critical questions about the adequacy of self-judgment, emphasize the importance of looking beyond one’s self for meaningful and informative data, and suggest ways in which we might better steer learners to distinguish between cues that are useful for forming self-judgments and those that are misleading. This tandem keynote will draw on the research/teaching nexus by demonstrating that research results in this domain should inform how students are taught to utilize self-judgment and why we must be careful about implying that judgment driven extensively by oneself is the key to life-long learning. In doing so, we will address the following questions:
References: Eva KW, Regehr G, Gruppen LD. Blinded by “insight”: Self-assessment and its role in performance improvement. In: Hodges BD, Lingard L, editors. The question of competence: Reconsidering medical education in the twenty-first century. New York: Cornell University Press; 2012. pp. 131-54. De Bruin ABH, Dunlosky J, Cavalcanti RB. Monitoring and regulation of learning in medical education: The need for predictive cues. Medical Education 2017;51:575-84. |