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ACADEMIC EMERGENCY MEDICINE 2012; 19:189–194 © 2012 by the Society for Academic Emergency Medicine Abstract Objectives: Program evaluation remains a critical but underutilized step in medical education. This study compared traditional and retrospective pre–post self-assessment methods to objective learning measures to assess which correlated better to actual learning. Methods: Forty-seven medical students participated in a 4-hour pediatric resuscitation course. They completed pre and post self-assessments on pediatric resuscitation and two distracter topics. Postcourse, students also retrospectively rated their understanding as it was precourse (the “retrospective pre” instrument). Changes in traditional and retrospective pre- to postcourse self-assessment measures were compared to an objectives-based multiple-choice exam. Results: The traditional pre to post self-assessment means showed an increase from 1.9 of 5 to 3.7 of 5 (p

CONTEXT We addressed the assessment of professional behaviour in tutorial groups by investigating students' perceptions of the frequency and impact of critical incidents that impede this assessment and 5 factors underlying these critical incidents. METHODS A questionnaire asking students to rate the frequency and impact of 40 critical incidents relating to effective assessment of professional behaviour on a 5-point Likert scale was developed and sent to all undergraduate medical students in Years 2-4 of a 6-year undergraduate curriculum. RESULTS The response rate was 70% (n = 393). Important factors underlying critical incidents are: lack of effective interaction; lack of thoroughness; tutors' failure to confront students with unprofessional behaviour; lack of effort to find solutions, and lack of student motivation. Confirmatory factor analysis showed a good model fit. Because the relationship between frequency of occurrence and degree of impediment varies, the best information about the true impact of critical incidents and the underlying factors is provided by the product of frequency and degree of impediment. Frequency of occurrence remains stable and degree of impediment increases in Years 2-4. CONCLUSIONS The results of this study can be used to design and improve faculty development programmes aimed at improving assessment of professional behaviour. Training programmes should motivate tutors by providing background information as to why and how sound assessment of professional behaviour is to be performed and encourage tutors to confront students with and discuss all aspects of professional behaviour, as well as provide appropriate feedback.