The Association Between Peer and Self-Assessments and Professionalism Lapses Among Medical Students

Leslie A. Hoffman, Ronald L. Shew, T. Robert Vu, James J. Brokaw, Richard M. Frankel

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


Peer and self-assessments are widely used to assess professionalism during medical school as part of a multisource feedback model. The purpose of this study was to examine the associations between peer and self-assessments and professionalism lapses at a large medical school. A retrospective case–control study design was used to compare peer and self-assessment scores from Years 1 to 3 of medical school for students who had been cited for professionalism lapses during medical school (case group; n = 78) with those of a randomly selected control group (n = 230). Students in the case group had significantly lower peer assessment scores than students in the control group during all 3 years. Year 3 peer assessment scores showed the greatest difference (cases = 7.81 ± 0.65, controls = 8.22 ± 0.34, p <.01). Students with lower peer assessment scores were also significantly more likely to have been cited for a professionalism lapse (odds ratio = 6.25, 95% CI [3.13, 11.11], p <.01). This study reinforces the value of peer assessments of professionalism, which may be useful to help identify students who may be at risk for professionalism lapses during medical school.

Original languageEnglish (US)
Pages (from-to)219-243
Number of pages25
JournalEvaluation and the Health Professions
Issue number2
StatePublished - Jun 1 2017


  • case–control studies
  • logistic models
  • medical
  • peer review
  • professionalism
  • schools
  • self-assessment

ASJC Scopus subject areas

  • Health Policy

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