Specific Skill Areas Research Articles

A Three-Arm Delphi Process for Exploring Australian Radiography Stakeholder Prioritisation of Graduate Skill Development and their Perception of How Often These Skills are Demonstrated by Graduate Radiographers

Introduction: Clinical skills education requires commitment from academic staff, clinical supervisors, and the students themselves to ensure the attainment of specific learning goals. The aims of this study were to identify specific skill areas that radiography education stakeholders feel are important to develop in Australian radiography students, and to evaluate how frequently the stakeholders believe graduate radiographers demonstrate these skills. Methods: A three-arm Delphi process of consensus development was used to survey radiography academic educators, radiographers, and radiography students as three separate expert groups. Three to four rounds covered the nomination of professional skills important to participants, the rating and ranking of importance of these skills, and identification of how well the stakeholder groups feel graduate radiographers demonstrate these skills. Results: Twenty-four stakeholders participated in the study. Thirty-four professional capabilities were identified as being important by at least one stakeholder group. Six capabilities were rated as being very or extremely important by all groups with no large differences of ratings identified between groups for the remaining capabilities. The student group felt that graduate radiographers demonstrate identified clinical skills more frequently than was perceived by the other groups. Conclusion: The agreement between radiographer education stakeholder groups as to the importance of identified professional capabilities indicates that each group is likely to place similar emphases on the teaching and learning of these skills. Differences of opinion between students and educators around student/graduate performance levels can inform areas for improvement in student performance and educator feedback approaches.

Students Perceptions Regarding the Role of ICT in Learning English: A Case Study

In recent years, as the internet and technology have grown in popularity, the diversity of learning programs has moved and changed to meet new societal expectations. The development of communicative skills, on the other hand, involves social interaction between the teacher and the students; the use of technology has long been considered as a supplement to specific skill areas. The main goal of this study was to look into what are the students perceptions of the impact of ICT in their English language classes. Non-native speakers require English and ICT to participate in today's highly information world. This study was based on 50 undergraduate learners at Shaheed Benazir Button University, Shaheed Benazirabad, where the aim was to shed light on students perceptions about the influence of ICT in English language learning, effectiveness of ICT, impacts of ICT and different uses of ICT in effective language learning. The quantitative results from the questionnaire, which contains 15 closed-ended questions, revealed that technology-based teaching and learning are more effective than traditional classroom teaching and learning. This is because utilizing ICT tools and equipment will create a more engaging effective and active learning environment. Students learn more efficiently with the use of ICT because lesson designs are more engaging and fascinating, according to the survey results, the participants agreed that incorporating ICT can help students learn better.

Global health officers’ competency gaps on knowledge and skills and its associated factors in Vietnam

Objective: This study aimed to characterize the gaps in competencies related to global health knowledge and skills among global health officers (GHOs) in Vietnam. Methods: A cross-sectional study was conducted with the participation of 181 GHOs who engaged in global health activities in health facilities across Vietnam. The study employed a self-development questionnaire to measure the gaps in knowledge and skills among the GHOs. Results: The results showed that the domain with the highest competency gap score for global health knowledge was Social, Economic, and Environmental Determinants of Health (mean score = 5.3, SD = 6.2). Regarding global health skills, Strategic Analysis (mean score = 5.8, SD = 5.4) was the domain with the highest competency gap score. Program Management (mean score = 4.7, SD = 5.9) was the domain with the lowest competency gap score for global health knowledge. Responders gave the Ethics and Professionalism (mean score = 5.1, SD = 5.5) and Global Health Governance (mean score = 5.1, SD = 5.4) domains the lowest competency gap scores for global health skills. Furthermore, the study identified that gender, education level, working organization, and specialty were associated with the competency gaps in global health knowledge and skills among GHOs. Conclusion: The study showed significant gaps in competencies related to global health knowledge and skills among GHOs in Vietnam. The findings highlight the need for targeted training and education in specific skill areas such as: Capacity Strengthening for workforce, Ethics and Professionalism, Communication, Collaboration, and Partnership, Program Management for non-medical field GHOs to enhance their overall global health competency.

Appraisal of the Level of Information and Communication Technology Competencies Possessed by Office Technology and Management (OTM) Educators for Effective Training of Self-Reliance Skills in Polytechnics in Kogi State

The study was carried out to appraise the level of Information and Communication Technology (ICT) competencies possessed by OTM educators for effective training of self-reliance skills in Polytechnics in Kogi State with a view to finding out the specific skill areas in which competencies are lacking. Six specific objectives and six research questions were raised to guide the study. The study employed the descriptive research design. The population for the study consisted of all the OTM educators at the Federal Polytechnic, Idah and Kogi State Polytechnic, Lokoja. There was no sampling as the population was manageable. A 73-item, 4-point rating scale questionnaire titled: Appraisal of the Level of Information and Communication Technology Competencies Possessed by Office Technology and Management Educators for Effective Training of Self-Reliance Skills in Kogi State (ALICTPOTMEETSS) was used to obtain data from respondents. The findings indicated that OTM educators possessed high competencies in Microsoft Word, Microsoft Excel and Microsoft PowerPoint; however, they recorded low competencies in Microsoft Access, Microsoft Publisher and Internet skills. The study concluded that these levels of competencies possessed have great implications for the self-reliance of OTM students as it justifies the opinion of a number of researchers that lack of competency in office applications has limited the effective impartation of Microsoft office skills. The study therefore recommended amongst others that OTM educators should be trained and retrained in Microsoft Access, Microsoft Publisher and internet skills for effective training and quality instructional deliveries.

Developing a Small Business Educational Program for Growing Rural Businesses

This paper elaborates on the development of a small business certificate program in rural Kansas. Researchers and local practitioners suggest that there are differences between rural and urban small businesses and that most educational programs do not account for these differences. After exploratory research, the university team identified specific needs facing local businesses and tailored a program for their needs. A program structure and set of topics, paired with faculty experts was developed and implemented. Topics focused on developing an entrepreneurial orientation, as well as certain business fundamentals that were deemed critical to small rural businesses. Each topic was oriented toward the rural context where face to face business is more essential. A feedback loop was implemented leading to a shorter 8-week timeframe and some topic adjustments. To date, 378 firms have participated in the program and have shown an 80% survival rate. Specific feedback has indicated that business growth has occurred and that the respondents do perceive development in their entrepreneurial orientation. In addition, specific skill areas related to unique businesses have been improved. Lastly, the program participants have grown their regional business networks, which has been shown to be an important factor for rural business success.

Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

Development of a clinical skills remediation program for chiropractic students at a university.

An important goal of chiropractic educational institutions is to ensure that all graduates reach an acceptable level of clinical competency and thus institutions are equipped to offer traceable remediation when skills fall below certain benchmarks. Working with key individuals in the faculty, administration, and assessment department, a process of remediation was created and materials were produced that could be used by faculty and assessment staff to focus on a student's lack of knowledge, technique, or documentation in specific clinical skill areas. The primary goal was to create an individualized remediation plan that suits the specific needs of the student. Utilization of the remediation center continues to increase. Referrals to the center for fiscal years 2015, 2016, and 2017 were 60, 125, and 126 students, respectively. Retesting rates after remediation continue to be high, with 98.3%, 95.2%, and 95.8% for fiscal years 2015, 2016, and 2017, respectively. We developed and implemented a chiropractic remediation program to satisfy the need for objectively identifying and remediating clinical skill deficiencies. This remediation program experienced an increase in use in its initial 3 years of operation, indicating more inclusion of the program across the departments, clinics, and assessment. The outcome of remediation is still not clear because there are no consistent assessment measures in place to determine pre- and postremediation student performance.

An investigation of whether fantasy books, compared to same topic nonfiction, promote second graders' creativity

ABSTRACTNarrowing of the curriculum because of standardised testing has caused creativity to be neglected in many schools; integration into reading instruction may provide a solution. This repeated measures study incorporated figural transformation drawings after a read-aloud of a book highlighting nutrition information as a way to both review book comprehension and integrate creativity. Nineteen second graders, aged 7–9 years from Iowa, USA, participated in 16 weekly trials, alternating between a nonfiction nutrition book and a fantasy book presenting true nutrition concepts. Results showed significantly greater creativity generally and in specific creative skill areas under the fantasy condition.

Examining factor structures on the Test of Early Mathematics Ability — 3: A longitudinal approach

Assessment of early mathematics skills in young children is important both psychometrically and practically. The TEMA-3 (Ginsburg & Baroody, 2003) yields a total score (Math Ability Score) and provides useful information on children's overall mathematics performance, but not about performance in specific skill areas that are targeted by state early learning guidelines and by the National Council of Teachers of Mathematics (NCTM) and Common Core State Standards for Mathematics as important content for Understanding Number in early childhood. This study examined the factor structure of the TEMA-3 to examine whether items reflect the conceptual categories in the TEMA-3 Examiner's Manual (Ginsburg & Baroody, 2003) or a priori categories reflecting Understanding Number. Longitudinal data from 389 children (182 males), mean age 54.46months at first assessment, were obtained in fall and spring of pre-kindergarten, spring of kindergarten, and spring of 1st grade. Changes in factor structure are examined across measurement points. The a priori factor structure was found by confirmatory factor analysis to better fit the data. The numbers of factors identified increased across time. Subscale scores reflecting children's knowledge of specific mathematics concepts related to number concepts could enable teachers and parents to select activities to strengthen children's mathematical knowledge in those skill areas.

Marijuana use among low-income urban youth: A systematic review

s / Drug and Alcohol Dependence 146 (2015) e118–e201 e149 cocaineand MA-induced reinstatement. Further, PG01037 was effective in reallocating choice behavior from cocaine to food responding in 2 of 4 monkeys. Conclusions: These data support a potential use for buspirone in the drug abuse treatment of relapse and support the continued examination of D3 compounds for novel therapeutic agents. Financial Support: DA012460, NIDA-IRP. http://dx.doi.org/10.1016/j.drugalcdep.2014.09.321 Marijuana use among low-income urban youth: A systematic review Renee M. Johnson1, C. Kaczmarsky2, K.A. Power2 1 Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, United States 2 Community Health Sciences, Boston University School of Public Health, Boston, MA, United States Aims: To assess whether adolescents in low-income, urban areas are less likely to use marijuana as compared to the general population of adolescents. Methods: We systematically reviewed articles from 1997 to 2012, that focused onUS youth aged 12–18 in urban areas. Samples of youth who were incarcerated, in substance abuse treatment, or homeless were excluded. Results:We identified 39 unique articles that met review criteria. Just 10.3% of the articles focused specifically on marijuana use, whereas 51.3% considered marijuana along with other substances. The final 38.5% reported marijuana use prevalence, though marijuana was not a major focus of the study. More than half (53.8%) of the studies conducted analysis using cross-sectional data, 41% used longitudinal data, and 2% used other methods or a combination of both cross-sectional and longitudinal data. Methods researchers used to assess marijuana use varied greatly. Of the 39 articles identified, 14 studies requested adolescents to report past 30-day marijuana use. Researchers recruited the majority of the participants in the selected studies in school settings (53.8%) andprimarily included racial and ethnic minorities. Clinical based urban samples tended to report higher use of marijuana than school based samples, but this was not consistent or could not be comparatively determined due to variation in data collection methods. Conclusions: Overall, populations of urban adolescents report marijuana use at levels similar to the general population. There is still much to be understood about marijuana prevalence among urban adolescents; contextual geographical and community differences may impact marijuana prevalence more than other indicators. Financial Support: The content is the sole responsibility of the authors and does not necessarily represent the official views of the NIH. Support for this publication was provided by a grant to Dr. Renee M. Johnson from the National Institute on Drug Abuse (K01DA031738). http://dx.doi.org/10.1016/j.drugalcdep.2014.09.322 Effects of training and implementation experience on clinical skills involved in delivering Contingency Management Brinn E. Jones, Bryan Hartzler Alcohol & Drug Abuse Institute, University of Washington, Seattle, WA, United States Aims: Contingency Management (CM) is efficacious in addiction treatment and requires clinicians to perform a variety of skills during client contacts. While there is data to suggest that training improves overall CM delivery skills, little is known about how trainingmaydifferentially impact specific skill areas, andwhat skill areas merit greater emphasis in training. This study reports the effects of training and 90 days of CM implementation experience on the delivery skills of clinicians working at a community based opiate treatment program. Methods: Staff (N=16) participated in a 16-hour trainingworkshop, dispersed as four weekly half-day sessions at their clinic, and completed standardized patient (SP) intervention assessments one week prior, oneweek following training, and at a follow-up assessment after a 90-day period of trial implementation. Two sets of repeated-measures analysis of variance (RM-ANOVA) were conducted. The first, focused on immediate training impacts, assessed temporal change in CM skill areas from preto post-training. The second, focused on eventual impact of training and implementation experience, assessed temporal change from pre-training to follow-up. Given the sample size, corresponding sets of Cohen’s D for dependent measures were also computed. Results: Across individual skill areas, RM-ANOVA were statistically significant (p< .01). All of the immediate training effects were robust (d= .76–2.49), as were eventual effects of training + implementation (d= .89–2.63). Interestingly, eventual effect sizes were greater for 4 of the 6 skill areas, suggesting additive effects of training and implementation experience. Conclusions: Findings indicate robust, durable effects of training on CM delivery that are evident at the 90-day follow-up. Furthermore, it appears that the clinicians had greater improvement of CM delivery at follow-up indicating the potential that experience aided in clinician’s ability to deliver CM. However, this was not uniform over all skill areas. Financial Support: K23 DA025678. http://dx.doi.org/10.1016/j.drugalcdep.2014.09.323 Adolescent attachment and substance use: Concurrent and prospective links Jason D. Jones, Nadia Bounoua, Lauren Pandes-Carter, C.W. Lejuez, Jude Cassidy University of Maryland, College Park, College Park,

Utilizing doctors' attitudes toward staff training to inform a chiropractic technology curriculum.

The purpose of this study is to determine attitudes of doctors of chiropractic regarding the importance of staff training in specific skill areas to inform the curriculum management process of a chiropractic technology program. A survey was distributed to registrants of a chiropractic homecoming event. On a 5-point Likert scale, respondents were asked to rate the degree of importance that staff members be trained in specific skills. Descriptive statistics were derived, and a 1-way analysis of variance (ANOVA) was used to test differences between groups based on years in practice and level of staff training. Doctors place a high level of importance on oral communication skills and low importance on nutrition and physical examinations. Comparing groups based on years in practice revealed differences in the areas of passive physiotherapies (F = 3.61, p = .015), legal issues/regulations (F = 3.01, p = .032), occupational safety and health regulation (F = 4.27, p = .006), and marketing (F = 2.67, p = .049). Comparing groups based on level of staff training revealed differences in the areas of occupational safety and health regulations (F = 4.56, p = .005) and cardiopulmonary resuscitation (F = 4.91, p = .003). With regard to their assistants, doctors of chiropractic tend to place high importance on office skills requiring effective communication and place less importance on clinical skills such as physical examinations and physiotherapy.

Tracer Study: University of Bohol, Bachelor in Elementary Education, 2009-2012

Alumni tracer study is one of the best measures of how graduates benefit from the programs and courses they completed to become successful professionals and worthy members of society. The study used a descriptive, purposive method with the aid of a survey questionnaire to trace the Bachelor of Elementary Education graduates of the University of Bohol. Results showed that the majority were employed related to their degree completed, and the majority, of the graduate respondents, found most of the subjects offered very useful. For personal skills, interpersonal, intellectual, and specific skill areas, the respondents rated all items as Extremely Important, as to their importance to career success, they rated the same items as Very Good as to the extent that they possessed such skills. The findings of this study aspired to provide insights for the stakeholders within and outside the university in refining all the more their development agenda to increase decent and productive employment and job opportunities for graduates.

Learning About Teachers’ Literacy Instruction From Classroom Observations

AbstractThe purpose of this study is to contribute to efforts to improve methods for gathering and analyzing data from classroom observations in early literacy. The methodological approach addresses current problems of reliability and validity of classroom observations by taking into account differences in teachers’ uses of instructional actions (e.g., modeling) in specific skill areas (e.g., fluency, reading comprehension). The findings from observations of second‐ and third‐grade teachers’ literacy instruction showed that teachers’ instructional actions differed by literacy skill area and were more consistent within than across skill areas. Furthermore, teachers’ uses of instructional actions in a given skill area were more strongly associated with students’ gains in achievement in that skill area than were teachers’ uses of actions across all skill areas. The approach offers significant improvements in methods to identify features of effective literacy instruction.

Estudio prospectivo, multicéntrico sobre la actividad de los residentes de cirugía general y del aparato digestivo en España a través del libro informático del residente

IntroductionThere are no quantified data on the real activity carried out by residents during the 5 years of training in the specialty of general and digestive surgery (GGS) in Spain. There are also limited data on programs in other surgical specialities, and in other countries. The aim of the study is to estimate the mean overall surgical activity by specific skill areas and by the level of complexity of the Spanish program in the specialty of GGS. Patients and methodA prospective, observational, multicentre study was performed on the activity of GGS residents in Spain using the Resident Computerised Logbook of the Spanish Surgeons Association (LIR-AEC). Each of the residents registered their own activity supervised by their tutor. The sample period was 6 months. The medians of the annual activity and the period of residency were calculated from the results. ResultsSurgical activity: during the residency, it was estimated that that they attended 1,325 operations, 654 (49%) as lead surgeon. Health care activity: the mean number of times on-call was 5.2±1.8 per month. Activity in outpatient clinics was 548 first visits, and almost double for second visits. Scientific activity: the total number of courses and conferences attended was 34. The estimated mean number of presentations at conferences was 14, with 3 publications. ConclusionsLIR-AEC is a suitable tool to verify activity in the Spanish GGS Program. These results may be useful for comparing with training programs in other countries and in other surgical specialties.

Editor's Introduction

With this volume of the Annual Review of Applied Linguistics (ARAL), I continue the tradition of my predecessors of producing a volume on the topic second language pedagogy about every five years. Although applied linguistics encompasses more than the teaching and learning of second languages, articles on these topics tend to be among the most downloaded from the ARAL web site. I decided, however, to break with the tradition of focusing mostly on specific skill areas. Because language teaching is a situated activity that cannot be separated from its contexts and learners, the first section is devoted to language learning in or for specific contexts (secondary school settings, online, the workplace, the Asia-Pacific region, and study abroad), and the second section focuses on specific learners (young learners, adult emergent readers, and hearing learners of sign language). These are followed by a section on integrated approaches and includes articles on language-literature instruction, content and language integrated learning, the application of corpus research to language teaching, and multimodal literacy. The final section includes articles on more specific skill areas including teaching non-Roman writing systems, collaborative writing, and pragmatics.

Early mathematics achievement trajectories: English-language learner and native English-speaker estimates, using the Early Childhood Longitudinal Survey.

This study used data from the Early Childhood Longitudinal Survey, Kindergarten Class of 1998-1999, to (a) estimate mathematics achievement trends through 5th grade in the population of students who are English-language proficient by the end of kindergarten, (b) compare trends across primary language groups within this English-language proficient group, (c) evaluate the effect of low socioeconomic status (SES) for English-language proficient students and within different primary language groups, and (d) estimate language-group trends in specific mathematics skill areas. The group of English-language proficient English-language learners (ELLs) was disaggregated into native Spanish speakers and native speakers of Asian languages, the 2 most prevalent groups of ELLs in the United States. Results of multilevel latent variable growth modeling suggest that primary language may be less salient than SES in explaining the mathematics achievement of English-language proficient ELLs. The study also found that mathematics-related school readiness is a key factor in explaining subsequent achievement differences and that the readiness gap is prevalent across the range of mathematics-related skills.

Reading Performance as a Function of Treatment With Lisdexamfetamine Dimesylate in Elementary School Children Diagnosed With ADHD

Background: Medication treatment studies of ADHD have typically not assessed effects on reading performance, although reading difficulties frequently co-occur in children with ADHD. The current study characterizes the effects of lisdexamfetamine dimesylate (LDX; Vyvanse®, Shire US Inc.), at peak efficacy, on reading performance in children with ADHD. Method: Children (ages 6-12; N = 26) with ADHD enrolled in a modified laboratory school study with an open-label, dose-optimization phase of LDX (30-70 mg/d). The Gray Oral Reading Test-4 (GORT-4) with measures of rate, accuracy, and comprehension was administered at baseline and 3-4 hr postdose, following 4 to 5 weeks of optimal dose titration. Results: Treatment reduced ADHD symptoms. Reading rate was improved, especially among children with higher verbal fluid reasoning without additional symptoms of neurodevelopmental delay. No differences were observed for reading accuracy or comprehension. Conclusion: Endophenotypical profiles may predict drug effects in specific skill areas, such as reading rate.

Innovative Learning Modules for Language in Context: MIMEA

Students learning foreign languages in the United States generally have little exposure to the target language outside the classroom. Web-based technology can facilitate language learning in context by offering easily accessible, authentic materials. This paper introduces MIMEA (Multimedia Interactive Modules for Education and Assessment), an online resource for practicing language skills in cultural contexts, which is available in Arabic, Chinese, German, Korean, Russian, and Vietnamese. The development and pedagogical goals of Arabic, Chinese, German, and Korean MIMEA are described and examples of how MIMEA can be used by language learners and teachers in the United States are offered. In addition, results from a research study with learners of Arabic, German, and Korean are discussed that investigated users’ perceptions of the program in four categories: (a) effectiveness in specific language skill areas; (b) relevance for us ers’ language study; (c) effects on user confidence, interest, and motivation for studying the target language; and (d) effects of technology on language and culture learning. Results indicated high ratings for receptive skills, a strong relevance for users’ present and future language study, as well as positive effects on language learning and use of technology.

Roles and Responsibilities of Itinerant Specialist Teachers of Deaf and Hard of Hearing Students

The roles and responsibilities of itinerant specialist teachers of deaf and hard of hearing students were examined. Data were collected through surveys of practicing teachers, interviews, and school observations. Questions focused on tasks itinerant teachers perform most often in their jobs, where they learned these tasks, and whether they would be interested in continuing education for a particular task. Tasks most frequently listed by respondents involved direct work with deaf and hard of hearing students followed by consultation with regular education teachers, developing individualized education plans, coordinating meetings and support services, providing information to parents, and managing equipment such as hearing aids and FM systems. Only 17% of the respondents said they learned these skills through teacher preparation programs, compared with 65% who learned on the job, and many expressed interestin taking workshops or courses in specific skill areas.

Does feedback matter? Practice-based learning for medical students after a multi-institutional clinical performance examination

Achieving competence in 'practice-based learning' implies that doctors can accurately self- assess their clinical skills to identify behaviours that need improvement. This study examines the impact of receiving feedback via performance benchmarks on medical students' self-assessment after a clinical performance examination (CPX). The authors developed a practice-based learning exercise at 3 institutions following a required 8-station CPX for medical students at the end of Year 3. Standardised patients (SPs) scored students after each station using checklists developed by experts. Students assessed their own performance immediately after the CPX (Phase 1). One month later, students watched their videotaped performance and reassessed (Phase 2). Some students received performance benchmarks (their scores, plus normative class data) before the video review. Pearson's correlations between self-ratings and SP ratings were calculated for overall performance and specific skill areas (history taking, physical examination, doctor-patient communication) for Phase 1 and Phase 2. The 2 correlations were then compared for each student group (i.e. those who received and those who did not receive feedback). A total of 280 students completed both study phases. Mean CPX scores ranged from 51% to 71% of items correct overall and for each skill area. Phase 1 self-assessment correlated weakly with SP ratings of student performance (r = 0.01-0.16). Without feedback, Phase 2 correlations remained weak (r = 0.13-0.18; n = 109). With feedback, Phase 2 correlations improved significantly (r = 0.26-0.47; n = 171). Low-performing students showed the greatest improvement after receiving feedback. The accuracy of student self-assessment was poor after a CPX, but improved significantly with performance feedback (scores and benchmarks). Videotape review alone (without feedback) did not improve self-assessment accuracy. Practice-based learning exercises that incorporate feedback to medical students hold promise to improve self-assessment skills.