‘I don’t know what I don’t know’: A qualitative study of medical students’ self-assessment in a Hong Kong context

This study demonstrates that medical students' SA practices are shaped by interacting influences across individual, interpersonal, institutional, and societal levels, with cultural norms playing a structuring role rather than a peripheral one. By highlighting how commonly described SA processes operate differently in an East Asian context, these findings extend existing SA and SRL literature and underscore the importance of culturally responsive educational and assessment practices to support students' development of SA and lifelong learning.