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Course‐long examination of medical student self‐efficacy for the anatomy curriculum and its relationship to academic performance
Author(s) -
Burgoon Jennifer M,
Granger Noelle A
Publication year - 2007
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.21.5.a215-c
Subject(s) - medical education , curriculum , self efficacy , psychology , task (project management) , persistence (discontinuity) , selection (genetic algorithm) , self assessment , academic achievement , medicine , mathematics education , computer science , pedagogy , social psychology , geotechnical engineering , management , artificial intelligence , engineering , economics
Self‐efficacy is defined as an individual's own judgment of his or own abilities to successfully perform a task. Self‐efficacy is one of a number of factors that influence student motivation and has been found to impact such areas as academic achievement, selection of activities, and persistence. The purpose of this study was to track first year medical student self‐efficacy throughout the anatomy curriculum and analyze the data for trends. Additionally, this study was conducted to evaluate whether these self‐efficacy ratings correlated with laboratory practical and/or written examination scores. For this study, self‐efficacy was defined as a medical student's judgment of his/her ability and skills to successfully complete dissections, to learn anatomical knowledge, and to apply this knowledge to clinical situations. Students completed a pre‐survey prior to the beginning of the course and four subsequent post‐surveys, each completed immediately after a laboratory practical and written course examination. The data was analyzed with a number of different statistical tests including repeated measures ANOVA and regression analysis. [This project was supported by the Fund for the Development of Post‐Secondary Education, US Department of Education.]