科研之友
微信
新浪微博
Facebook
分享链接
摘要
Self-efficacy is a personal belief in one%26apos;s capability to successfully execute the behaviors necessary to attain designated types of performances. Sometimes described as task-specific self-confidence, self-efficacy is a key component in many contemporary theories of motivation and learning. The purpose of this study was to develop a. survey for measuring students%26apos; medical skills self-efficacy and to collect reliability and validity evidence for the instrument. A secondary purpose was to explore differences in students%26apos; self-efficacy from year 1 of medical school to year 4. We created 19 survey items based on the 6 core competencies of the Accreditation Council for Graduate Medical Education, and we collected data from 304 medical students. Results from an exploratory factor analysis suggested three interpretable factors: patient care self-efficacy (eight items, Cronbach%26apos;s alpha = 0.92), interpersonal skills self-efficacy (three items, Cronbach%26apos;s alpha = 0.76), and evidence-based medicine self-efficacy (three items, Cronbach%26apos;s alpha = 0.79). We then compared students%26apos; self-efficacy at different stages of training using a one-way multivariate analysis of variance. Consistent with our expectations, we found several statistically significant differences, suggesting students%26apos; self-efficacy increased considerably from year 1 of medical school to year 4, F(9, 725) = 30.58, p %26lt; 0.001, Wilks%26apos; lambda = 0.46. Using this survey, medical educators and researchers have a psychometrically sound tool for measuring students%26apos; medical skills self-efficacy during undergraduate medical education. Practical implications and future directions are discussed.
- 出版日期2012-9
