Fig. 1
Summary of research on medical student self-efficacy: publication rates, research internationalization. *Note Articles were reported only for five months in 2016
Table 1
Congruence of self-efficacy measurement with theory
|
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) |
aOnly 68 out of 74 total articles provided examples or clear descriptions of self-efficacy measures