Reframing Narratives as a Means of Building Self-Efficacy in Medical Students

2017 ◽  
Vol 42 (3) ◽  
pp. 436-437
Author(s):  
Alisha Moreland
Keyword(s):  
Medical Students ◽  
Self Efficacy

scholarly journals Comparison of the medical students’ perceived self-efficacy and the evaluation of the observers and patients

2013 ◽  
Vol 13 (1) ◽  
Author(s):  
Jette Ammentorp ◽  
Janus Laust Thomsen ◽  
Dorte Ejg Jarbøl ◽  
René Holst ◽  
Anne Lindebo Holm Øvrehus ◽  
...  
Keyword(s):  
Medical Students ◽  
Self Efficacy

scholarly journals Relationships between Academic Self-Efficacy, Learning-Related Emotions, and Metacognitive Learning Strategies with Academic Performance in Medical Students: A Structural Equation Model

2020 ◽  
Author(s):  
Ali Asghar Hayat ◽  
Karim Shatery ◽  
Mitra Amini ◽  
Nasrin Shokrpour
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Structural Equation ◽  
Positive Emotions ◽  
Mediating Effect ◽  
Academic Emotions ◽  
Metacognitive Learning ◽  
Academic Self Efficacy

Abstract Recognition of the factors affecting the medical students’ academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effect of metacognitive learning strategies in the relationship between learning-related emotions and academic self-efficacy with academic performance in medical students. Methods: The present study was carried out on 279 students of medicine studying in Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3. Results: The results of structural equation modeling revealed that the students’ self-efficacy has an impact on their positive emotions and metacognitive learning strategies, and these in turn affect the students’ academic performance. Moreover, positive emotions influence the metacognitive learning strategies which in turn mediate the effect of positive emotions on the academic performance. Discussion: The results of this study revealed that metacognitive strategies can play a mediating role in the students’ self-efficacy, positive emotions, and academic performance. Therefore, in case we can strengthen the students’ self-efficacy and their positive academic emotions, their performance will improve.

scholarly journals Analysis of academic self-efficacy of medical students learning English for specific purposes

2021 ◽  
Vol 74 (3-4) ◽  
pp. 74-82
Author(s):  
Stasa Djokic ◽  
Nina Brkic-Jovanovic ◽  
Zoran Marosan ◽  
Vuk Markovic
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Statistical Significance ◽  
English For Specific Purposes ◽  
Grade Point ◽  
Academic Tasks ◽  
Novi Sad ◽  
Academic Self Efficacy ◽  
Learning English

Introduction. English for Specific Purposes focuses on teaching and learning subject specific knowledge which includes specific language skills that particular learners need for a specific purpose. Self-efficacy is determined by subjective beliefs about one?s own abilities, which also applies to the academic setting of studying English for Specific Purposes. Academic self-efficacy represents the conviction of students about their own abilities to successfully fulfil academic tasks at designated levels. The goal of this research is to examine the degree of academic self-efficacy of medical students who learn English for Specific purposes at the Faculty of Medicine of the University of Novi Sad, with respect to their gender, year of study, grade achieved in the previous course in English, and the length of learning English before enrolling in the Faculty. Material and Methods. The study included 58 medical students. The researchers used the College Academic Self-Efficacy Scale questionnaire developed by Owen and Froman (1988) to assess academic self-efficacy. Results. Three significant factors were identified: general self-competence, communication with the professor, and attendance at lectures, with general self-competence being the most significant factor. Considering the independent variables, only the grade showed statistical significance. Establishing the grade as such a significant predictor can be explained by the fact that good grades and a high grade point average are presented as very desirable outcomes. However, a good grade does not necessarily mean having better knowledge or correct use of language. Conclusion. Further research into this topic is necessary, with expanding the number of participants, study programs and variables.

scholarly journals Modeling of factors influencing exploration of medical career choices

2021 ◽  
Vol 10 (1) ◽  
pp. 175
Author(s):  
Rizma Adlia Syakurah ◽  
Yayi Suryo Prabandari ◽  
Widyandana Widyandana ◽  
Taufan Bramantoro
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Online Survey ◽  
Career Exploration ◽  
Partial Least Square ◽  
Least Square ◽  
Personal Accomplishment ◽  
Career Interventions ◽  
Path Modelling ◽  
Career Options

Majority of medical students choose clinical specialties as their career choice, compared to other medical fields. This study aimed to finding an effective model of career exploration behaviour in medical students to construct effective career interventions. This study obtained 1030 students of medical faculties in Indonesia. All data used an online survey questionnaire that was collected starting from October 12<sup>th</sup>-25<sup>th</sup> 2015. Data analysis used Partial Least Square-Path Modelling using R statistical software to create a model in order to find correlation and pathway among each variable. The result showed both direct and indirect correlation towards the variables studied. Personal accomplishment had a stronger influence on self-efficacy (β=0.317, p&lt;0.001). This study concluded that verbal persuasion and self-efficacy correlate directly to career exploration.<strong> </strong>All variables are related to career exploration in medical students. Educators and policymakers are able to construct intervention in this area to encourage medical students to start exploring career options early.

scholarly journals Assessment of correlates of hand hygiene compliance among final year medical students: a cross-sectional study in the Netherlands

BMJ Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. e029484
Author(s):  
Vicki Erasmus ◽  
Suzie Otto ◽  
Emmely De Roos ◽  
Rianne van Eijsden ◽  
Margreet C Vos ◽  
...  
Keyword(s):  
Risk Perception ◽  
Medical Students ◽  
The Netherlands ◽  
Hand Hygiene ◽  
Self Efficacy ◽  
Hand Hygiene Compliance ◽  
Secondary Outcome ◽  
Factual Knowledge ◽  
Cross Sectional ◽  
Hygiene Compliance

ObjectivesTo identify the factors that influence the hand hygiene compliance of final year medical students, using a theoretical behavioural framework.DesignCross-sectional survey assessing self-reported compliance and its behavioural correlates.SettingInternships of medical students in the Netherlands.Participants322 medical students of the Erasmus Medical Center were recruited over a period of 12 months during the Public Health internship, which is the final compulsory internship after an 18-month rotation schedule in all major specialities.Primary and secondary outcome measuresBehavioural factors influencing compliance to hand hygiene guidelines were measured by means of a questionnaire based on the Theory of Planned Behaviour and Social Ecological Models. Multiple linear regression analysis was used to identify the effect of including attitudes, social norms, self-efficacy, knowledge, risk perception and habit on hand hygiene compliance.ResultsWe included 313 students in the analysis (response rate 97%). The behavioural model explained 40% of the variance in self-reported compliance (adjusted R2=0.40). Hand hygiene compliance was strongly influenced by attitudes (perceived outcomes of preventive actions), self-efficacy (perception of the ability to perform hand hygiene at the clinical ward) and habit, but was not associated with knowledge and risk perception.ConclusionsTargeting medical students’ behaviour should focus on the empowerment of these juniors and provide them with evidence on the health benefits of prevention, rather than increasing their factual knowledge of procedures. Clinical teaching environments could help them form good patient safety habits during this vital phase of their career.

scholarly journals Peer-led pediatric resuscitation training: effects on self-efficacy and skill performance

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
M. Binkhorst ◽  
J M Th Draaisma ◽  
Y. Benthem ◽  
E. M. R. van de Pol ◽  
M. Hogeveen ◽  
...  
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Basic Life Support ◽  
Life Support ◽  
Controlled Trial ◽  
Training Session ◽  
Real Life ◽  
Pediatric Resuscitation ◽  
Resuscitation Training ◽  
Skill Performance

Abstract Background Peer-led basic life support training in medical school may be an effective and valued way of teaching medical students, yet no research has been conducted to evaluate the effect on the self-efficacy of medical students. High self-efficacy stimulates healthcare professionals to initiate and continue basic life support despite challenges. Methods A randomized controlled trial, in which medical students received pediatric basic life support (PBLS) training, provided by either near-peer instructors or expert instructors. The students were randomly assigned to the near-peer instructor group (n = 105) or expert instructor group (n = 108). All students received two hours of PBLS training in groups of approximately 15 students. Directly after this training, self-efficacy was assessed with a newly developed questionnaire, based on a validated scoring tool. A week after each training session, students performed a practical PBLS exam and completed another questionnaire to evaluate skill performance and self-efficacy, respectively. Results Students trained by near-peers scored significantly higher on self-efficacy regarding all aspects of PBLS. Theoretical education and instructor feedback were equally valued in both groups. The scores for the practical PBLS exam and the percentage of students passing the exam were similar in both groups. Conclusions Our findings point towards the fact that near-peer-trained medical students can develop a higher level of PBLS-related self-efficacy than expert-trained students, with comparable PBLS skills in both training groups. The exact relationship between peer teaching and self-efficacy and between self-efficacy and the quality of real-life pediatric resuscitation should be further explored. Trial registration ISRCTN, ISRCTN69038759. Registered December 12th, 2019 – Retrospectively registered.

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