Background
’s learning process, long-term learning skills
SECONDARY
Methods for training qualified medical professionals are continually developing over time [A student’s evaluation is an invaluable part of the learning process. The most common source of information for evaluating a student’s learning process is performance assessment within three fields: knowledge, skills, and professionalism [According to Boud & Falchikov (1989), self-assessment relates to the student’s judgment in fulfilling the criteria or standards they set. A student who is not involved in establishing criteria but in making a judgment about his work is called self-marking. In this study, the self-assessment process does not include setting criteria and standards for work but does include a predetermined method for self-marking. However, the process does not only self-marking but also includes a discussion with the clinical educator (CE) about the student’s performance level and goal setting, so the term used is self-assessment.The development of the ability for self-assessment has aroused great interest in the academic world since students’ involvement in the learning process is essential, as it improves academic achievement, contributes to professional development, improves overall performance, and assists the students to direct and focus their efforts to areas that require improvement [Despite the benefits stated above, there is insufficient knowledge about the reliability of the assessment within and between students. Furthermore, diverse student behavior patterns, especially in interpersonal skills such as communication, make standardizing more difficult [Differences between student self-assessment and teacher’s or CE’s assessment may arise due to the extent of student engagement in the assessment process. This dynamic often results in elevated self-scores, especially among students facing challenges, whereas students excelling academically tend to provide more precise self-assessments. Enhanced accuracy in self-assessment fosters objectivity, encouraging constructive self-critique and driving progress, excellence, and professionalism [Self-assessment is an evolving skill that changes according to content, relationships, and perspective. Professional training programs in the medical field emphasize the importance of self-assessment among students as a foundation for developing long-term learning skills and maintaining self-motivation in every profession [The educational process in the clinical environment differs from that in the classroom. The situation in the clinical field is more complex and creates a challenge for the student and the CE. Beyond theoretical knowledge and clinical expertise, the student must demonstrate skills like adhering to a schedule, communication skills with colleagues and patients, and empathy towards the patient. The CE must arrange that the student meets with a “real” patient while maintaining a suitable level of treatment quality and the patient’s welfare. At the end of the process, the CE evaluates the student and his performance. The autonomy and active learning process will likely improve the learning experience, clinical performance, and student achievements [Clinical training is an essential component of health professional education. It provides students with the opportunity to apply their theoretical knowledge and professional expertise to real-world situations, and it can be a powerful catalyst for reflection. CEs can play a key role in facilitating reflection by evaluating students’ performance and providing feedback for their continuous development [A study examining the attitude of the CE regarding the basic requirements a student needs to begin clinical training found that self-assessment is a commonly required essential skill. This skill allows the student to take responsibility for professional and scientific development according to the student’s strengths and weaknesses [Nevertheless, there is limited research on the effectiveness of self-assessment in clinical settings. This study aims to address this gap by examining the effects of self-assessment on student achievement and the level of agreement between students’ self-assessment and the CE’s assessment at the end of the training.Therefore, the primary aim of this study was to examine the effect of self-assessment at the mid-term of PT clinical training on the student’s achievement and the level of agreement between students’ self-assessment and the CE’s assessment at the end of the training.The secondary aim was to describe the characteristics of students who tended to overestimate their achievements.