Comparison of faculty assessment and students’ self-assessment of performance during clinical case discussions in a pharmacotherapy capstone course

<p><b>Objectives:</b> The primary objective of this study was to compare faculty assessment and third year students' self-assessment of performance in clinical case discussions. The secondary objective was to evaluate if student characteristics influence self-assessments.</p> <p><b>Methods:</b> This retrospective analysis compared faculty and student self-assessment scores for two clinical case discussions using Spearman’s correlation and Wilcoxon’s signed ranks test. Chi-squared test was used to compare frequency of faculty and student self-assessments indicating the highest possible rating for the pooled score and for each individual component. The pooled score included three individual components: level of engagement, quality of contribution, and professionalism.</p> <p><b>Results:</b> Pooled faculty and student self-assessments correlated for both the first (<i>r</i> = 0.41, <i>p</i> < 0.001) and second (<i>r</i> = 0.35; <i>p</i> < 0.001) clinical case discussions. The frequency that faculty and student self-assessment ratings were the highest possible pooled score was similar for both the first (51.3% vs. 44.7%, respectively, <i>p</i> = 0.25) and second (58.6% vs. 47.4%, <i>p</i> = 0.05) clinical case discussions. Student characteristics (age, gender, and grade point average at graduation) did not influence self-assessments.</p> <p><b>Conclusions:</b> Students’ self-assessment correlated with faculty assessment of performance during clinical case discussions. Increased use of self-assessments for professional development in pharmacy and other healthcare professional curricula should be considered.</p>