Consistency Between Student Self-Assessment and Faculty Assessment on Professional Behaviors Following a Patient Simulation Experience

Purpose: The purpose of this study was to investigate if students’ perceived abilities on professional behavior performance were calibrated following participation in a patient simulated experience when the patient simulation experience was structured to mimic the natural environment where these skills are expected to be exhibited. Methods: : Quantitative statistical analysis compared two groups’ posttest assessment scores to determine if there was a consistency in students’ perceived abilities on 10 professional behaviors identified on the professional behaviors assessment instrument, following participation in a patient simulation experience. The sample of 50 participants were recruited who were matriculated in a post graduate healthcare program. Pearson’s correlation coefficient was used to analyze correlational relationships between the group scores. Results: : This study found a Pearson’s correlation of .884 indicating a strong positive relationship existed between students’ perceived abilities when self-assessing a set of 10 professional behaviors following a structured patient simulation experience and their abilities as assessed by their instructor. Conclusions: : This study found a strong positive correlation indicating consistency between students’ self-reported abilities and their abilities as reported by a faculty-rater, indicating that some degree of calibration took place in students’ perceived abilities after participation in a patient simulation experience.