Associations between teacher self-efficacy and the use of Objective Structured Clinical Examination in medical education

Abstract

Introduction: The inclusion of new methodologies and assessments in the medical education area has indicated the need to understand teachers’ perception of their own ability to use them adequately. Objective: Thus, the present study aimed to investigate possible associations between teacher self-efficacy and the use of OSCE. Method: The Teacher Self-efficacy Scale and Self-Efficacy Sources Scale and a characterization questionnaire were used. Forty-seven medical teachers from a private university, of both genders, aged between 31 and 78 years, participated in the study. Results: The results indicated that the factors Social Persuasion and Vicarious Learning were the most endorsed, suggesting that these sources are the ones that interfere the most in the formation of the participants’ beliefs. There was only one positive and statistically significant correlation, with a weak magnitude, established between the Intentionality of Action Efficacy and Vicarious Learning. The other identified correlations were statistically negative and of moderate magnitude. Conclusions: The teachers who agreed with some important characteristics about the OSCE method also showed higher levels of self-efficacy. Therefore, professionals with greater perseverance, resilience and confidence, have also been more committed to teaching, research and student assistance.

Satisfaction, self-confidence and self-efficacy in the use of clinical simulations: comparisons between health undergraduates and professionals

“…Sabe-se que estudantes atribuem sentimentos de autoeficácia às metodologias de ensino utilizadas, tendo maior percepção de autoeficácia quando utilizaram metodologia de simulação para o aprendizado. Evidencia-se também que professores comprometidos favorecem esse cenário e que, associados ao uso de tecnologias mais realistas, colaboram para melhores resultados na aprendizagem, apontando que as atividades realizadas em curto espaço de tempo -com temas específicos e que sejam adequadas ao nível de conhecimento dos participantes -favorecem a construção do conhecimento (27)(28) .…”

Self-Efficacy in Medical Education: A Systematic Review of Literature

“…Two other studies also evaluated professors' self-efficacy beliefs (BRESSA, 2018;TENZIN et al, 2019), correlating them with the use of active methodologies. According to Moran (2018), they require planning, critical reflection, continuous and procedural evaluation by the professor, as well as skills to supervise, guide, and provide feedback to students in the construction of problematized solutions.…”

“…This inference is in line with the findings of Bandura (1997) when he exposes that social persuasion is one of the most prevalent sources in beginning professors. Finally, Bressa (2018) emphasized that high levels of self-efficacy of professors are important for training a professional with more confidence, perseverance, and resilience to use the method.…”

“…The quality of the studies evaluated in this review ranged from moderate to strong, meeting 16 to 20 items in the tool (mean 18.15 ± 1.2). Of the 20 studies, four met all 20 criteria (TENZIN et al, 2019;LOPES et al, 2020;IBRAHIM et al, 2017;CLEARY, DONG, ARTINO Jr., 2015), three met 19 criteria (SCHAUBER et al, 2015;LOFTIN;WEST, 2017;DEMIRÖREN, TURAN, ÖZTUNA, 2016); seven met 18 criteria (BRESSA, 2018;SOUZA, 2020;SANTABÁRBARA;LÓPEZ-ANTÓN, 2019;BURR;DALLAGHAN, 2019;SANTABÁRBARA, 2020;SHIMIZU et al, 2019;VAN de RIDDER et al, 2015), two met 17 criteria (YU;CHAE;CHANG, 2016;FERREL et al, 2017), two studies met 16 criteria (SPORMANN et. al., 2015;MARTINS;SANTOS, 2019) and, in two studies (KLASSEN;KLASSEN, 2019;PELACCIA;VIAU, 2017), some of the tool criteria were not applied because they are theoretical studies.…”