{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,17]],"date-time":"2026-08-17T10:30:20Z","timestamp":1786962620302,"version":"build-2736575974"},"reference-count":32,"publisher":"SAGE Publications","license":[{"start":{"date-parts":[[2026,8,1]],"date-time":"2026-08-01T00:00:00Z","timestamp":1785542400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2026,8,1]],"date-time":"2026-08-01T00:00:00Z","timestamp":1785542400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Journal of Medical Education and Curricular Development"],"published-print":{"date-parts":[[2026,8]]},"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Effective communication is a core competency in medical practice, supporting patient relationships, treatment adherence, and clinical outcomes. Developing both skills and confidence is a central goal of medical education. Self-assessment, guided reflection, and exemplar-based feedback are promising strategies to enhance competence and self-regulation. Yet, evidence on medical students\u2019 accuracy in self-evaluating communication remains limited. This study examined calibration of self-assessed communication performance, potential gender differences, impact of feedback strategies, and changes over time.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Method<\/jats:title>\n                    <jats:p>We analyzed data from 78 students in a larger study who completed self-evaluation of their communication with a virtual patient. Participants engaged with eight video-based clinical vignettes targeting two communication competencies: providing clear, relevant information and responding to patient emotions. For each vignette, students recorded an initial response, reviewed exemplar feedback, completed a self-evaluation (with or without reflection prompts), and re-recorded their response. Communication behaviors were scored using an AI-based system validated against expert ratings. Mixed-effects regression models tested linear and quadratic effects of actual performance on self-assessed behaviors. Gender, experimental condition, and time (T1 vs. T2) were included as moderators to examine differences and changes in calibration.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Students consistently overestimated their performance at low actual ability levels (intercept significantly greater than zero: t(154) = 13.48, p &lt; .001, d = 1.53) and underestimated at higher levels (slope significantly less than one: t(148) = \u22129.99, p &lt; .001, d = \u22121.13). The quadratic term did not improve model fit. No significant gender differences or improvements in calibration over time or feedback condition were observed.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Medical students show systematic miscalibration in self-assessed communication, even when engaging in structured self-evaluation and exemplar-based reflection. These findings highlight the importance of instructional strategies that actively promote comparison with high-quality exemplars and guided reflection. Integrating these approaches may reduce miscalibration, strengthen communication skills, and better prepare students for the interpersonal demands of clinical practice.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/23821205261477594","type":"journal-article","created":{"date-parts":[[2026,8,14]],"date-time":"2026-08-14T23:04:11Z","timestamp":1786748651000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Accuracy of Self-Assessment in Medical Student Communication Performance"],"prefix":"10.1177","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0190-8689","authenticated-orcid":false,"given":"Anastasiya A.","family":"Lipnevich","sequence":"first","affiliation":[{"name":"National Board of Medical Examiners"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Andrew","family":"Houriet","sequence":"additional","affiliation":[{"name":"National Board of Medical Examiners"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Angelo","family":"D\u2019Addario","sequence":"additional","affiliation":[{"name":"National Board of Medical Examiners"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Krista","family":"Mattern","sequence":"additional","affiliation":[{"name":"National Board of Medical Examiners"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,8,14]]},"reference":[{"issue":"1","key":"e_1_3_7_2_2","first-page":"38","article-title":"Doctor\u2013patient communication: a review","volume":"10","author":"Ha JF","year":"2010","unstructured":"Ha JF, Longnecker N. 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Core Entrustable Professional Activities for Entering Residency: Curriculum Developers\u2019 Guide; 2014. https:\/\/www.aamc.org\/data-reports\/medical-education\/report\/core-epas-entering-residency"},{"key":"e_1_3_7_7_2","volume-title":"Functions and Structure of a Medical School: Standards for Accreditation of Medical Education Programs Leading to the MD Degree","author":"Liaison Committee on Medical Education","year":"2023","unstructured":"Liaison Committee on Medical Education. Functions and Structure of a Medical School: Standards for Accreditation of Medical Education Programs Leading to the MD Degree; 2023. 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