What this paper adds
Introduction
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provide a description of self-efficacy research involving medical students, with attention paid to growth in research quantity and international reach of the research;
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critically evaluate the conceptual fidelity of measurement of medical student self-efficacy;
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propose directions for future research on the self-efficacy beliefs of medical students.
Self-efficacy and its relation to other constructs
Self-efficacy of medical students
Methods
Results
Description of reviewed studies
Research design
Substantive focus of articles
Measurement issues
n = 68a | Key features | Examples | |
---|---|---|---|
Congruent with theory | 37 (54%) | Conceptualization |
I am confident that I can handle the most difficult parts of the tasks during the simulator training
|
Domain specificity |
How confident are you that you can convey to your patients the information they need to quit smoking?
| ||
Not congruent with theory | 31 (46%) | Conceptualization | (a) How would you rate your research skills? (not future-oriented) (b) I got plenty of opportunities to develop procedural skills (not future-oriented) (c) I expect to do well in this course (measure of outcome expectancies, not perceived capabilities) (d) I trust in my intellectual abilities (measure of self-esteem) (e) I believe my fellow students respect me (self-esteem) (f) I feel anxious about having patients with disabilities (measure of anxiety) (g) Geriatrics education was part of all four years of my medical education (measure of breadth of medical training) (h) Rural practice is too hard (measure of external challenges, not personal capabilities) |
Domain specificity | (i) I can always manage to solve difficult problems if I try hard enough (general problem-solving, not perceived capabilities to carry out a particular task) |