Self‐efficacy's influence on student academic achievement in the medical anatomy curriculum

Burgoon, Jennifer M.; Meece, Judith L.; Granger, Noelle A.

doi:10.1002/ase.1283

Cited by 73 publications

(76 citation statements)

References 39 publications

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“…Finally, the individual differences within students, such as spatial abilities and the daily fluctuations in motivation and cognitive load, will determine the impact such a resource has on learning. Many of these confounding variables are well documented in the literature and should be used in conjunction with the evaluation's findings on learner impact when drawing conclusions (Krause and Coates, ; Burgoon et al, ; Pizzimenti and Axelson, ; Abdel Meguid and Khalil, ; Iqbal, ; Pickering, ).…”

Section: Discussionmentioning

confidence: 99%

How comprehensive are research studies investigating the efficacy of technology‐enhanced learning resources in anatomy education? A systematic review

Clunie

Morris

Joynes

et al. 2017

Anatomical Sciences Ed

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Anatomy education is at the forefront of integrating innovative technologies into its curricula. However, despite this rise in technology numerous authors have commented on the shortfall in efficacy studies to assess the impact such technology-enhanced learning (TEL) resources have on learning. To assess the range of evaluation approaches to TEL across anatomy education, a systematic review was conducted using MEDLINE, the Educational Resources Information Centre (ERIC), Scopus, and Google Scholar, with a total of 3,345 articles retrieved. Following the PRISMA method for reporting items, 153 articles were identified and reviewed against a published framework-the technology-enhanced learning evaluation model (TELEM). The model allowed published reports to be categorized according to evaluations at the level of (1) learner satisfaction, (2) learning gain, (3) learner impact, and (4) institutional impact. The results of this systematic review reveal that most evaluation studies into TEL within anatomy curricula were based on learner satisfaction, followed by module or course learning outcomes. Randomized controlled studies assessing learning gain with a specific TEL resource were in a minority, with no studies reporting a comprehensive assessment on the overall impact of introducing a specific TEL resource (e.g., return on investment). This systematic review has provided clear evidence that anatomy education is engaged in evaluating the impact of TEL resources on student education, although it remains at a level that fails to provide comprehensive causative evidence. Anat Sci Educ 11: 303-319. © 2017 American Association of Anatomists.

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Section: Discussionmentioning

confidence: 99%

How comprehensive are research studies investigating the efficacy of technology‐enhanced learning resources in anatomy education? A systematic review

Clunie

Morris

Joynes

et al. 2017

Anatomical Sciences Ed

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“…In fact, the motivation (“will”) for learning is often a trait that committees seek to identify candidates through the admissions process (Cariaga‐Lo et al, ; Frischenschlager et al, ; Harris and Owen, ). As such, the state of this motivation can influence the progress through anatomy (Burgoon et al, ) or be modulated by assessment strategies (Wormald et al, ). Here, we demonstrate that higher response scores to our selection of MSLQ subscales are significantly correlated with increased course performance ( P < 0.05).…”

Section: Discussionmentioning

confidence: 99%

Assessing student engagement and self‐regulated learning in a medical gross anatomy course

Pizzimenti

Axelson

2014

Anatomical Sciences Ed

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In courses with large enrollment, faculty members sometimes struggle with an understanding of how individual students are engaging in their courses. Information about the level of student engagement that instructors would likely find most useful can be linked to: (1) the learning strategies that students are using; (2) the barriers to learning that students are encountering; and (3) whether the course materials and activities are yielding the intended learning outcomes. This study drew upon self-regulated learning theory (SRL) to specify relevant information about learning engagement, and how the measures of particular scales might prove useful for student/faculty reflection. We tested the quality of such information as collected via the Motivated Strategies for Learning Questionnaire (MSLQ). MSLQ items were administered through a web-based survey to 150 students in a first-year medical gross anatomy course. The resulting 66 responses (44% response rate) were examined for information quality (internal reliability and predictive validity) and usefulness of the results to the course instructor. Students' final grades in the course were correlated with their MSLQ scale scores to assess the predictive validity of the measures. These results were consistent with the course design and expectations, showing that greater use of learning strategies such as elaboration and critical thinking was associated with higher levels of performance in the course. Motivation subscales for learning were also correlated with the higher levels of performance in the course. The extent to which these scales capture valid and reliable information in other institutional settings and courses needs further investigation.

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“…Self-efficacy is a construct linked to motivational aspects, aspects of persistence and aspects of how much effort individuals put in their actions (e.g. Burgoon, Meece, & Granger, 2012). Students with higher levels of self-efficacy possess more of these qualities than students with lower degrees of self-efficacy.…”

Section: Self-efficacy As Predictor Of Academic Achievementmentioning

confidence: 99%

Benefits of personality characteristics and self‐efficacy in the perceived academic achievement of medical students

Guntern¹,

Korpershoek²,

Werf³

2016

Educational Psychology

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This study investigates the joint impact of personality characteristics and self-efficacy on the perceived academic achievement of medical students on top of their prior high school performance. The sample consisted of medical students in their pre-clinical years. The students' grade point average scores at high school were included as control variable in our explanatory models. Based on previous findings in the literature, we selected self-discipline, social activity and emotional stability from the Five Factor Model of Personality as predictor variables. Furthermore, following the social cognitive theory of Bandura, we added self-efficacy (students' belief in their academic skills) as an additional predictor. The logistic regression analyses confirmed the importance of self-discipline (positively related) and social activity (negatively related) for these students' perceived academic achievement. Additionally, we found a positive contribution of self-efficacy. The results of this study (as discussed in the final sections) have implications for support programmes in the practical field.

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Self‐efficacy's influence on student academic achievement in the medical anatomy curriculum

Cited by 73 publications

References 39 publications

How comprehensive are research studies investigating the efficacy of technology‐enhanced learning resources in anatomy education? A systematic review

How comprehensive are research studies investigating the efficacy of technology‐enhanced learning resources in anatomy education? A systematic review

Assessing student engagement and self‐regulated learning in a medical gross anatomy course

Benefits of personality characteristics and self‐efficacy in the perceived academic achievement of medical students

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