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

• Autor(a) principal: Bressa,Rebeca Carvalho
• Data de Publicação: 2021
• Outros Autores: Murgo,Camélia Santina, Sena,Bárbara Cristina Soares
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Revista Brasileira de Educação Médica (Online)
• Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022021000100201
• topic: Teacher Self-Efficacy; Medical Education; OSCE

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.