COMPETENCY-BASED EDUCATION AND ACADEMIC SELF-EFFICACY IN HEALTH: A SYSTEMATIC REVIEW WITH META-ANALYSIS

• Autor(a) principal: Bressa, Rebeca Carvalho
• Data de Publicação: 2024
• Outros Autores: Bressa, José Antonio Nascimento, Fluminhan, Carmem Silvia Lima, Murgo, Camélia Santina
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/7891
• topic: autoeficácia; educação baseada em competências; estudantes de ciências da saúde; self-efficacy; competency-based education; students, health occupations; autoeficácia; estudiantes de ciencias de la salud; educación basada en competências

Evaluate with lexicographic analysis and meta-analysis the existing scientific evidence, in quantitative studies, on the relationship between academic self-efficacy and competency-based education in the Health Sciences. Searches were conducted in four databases: Public Medline or Publisher Medline National Library of Medicine (PubMed); Education Resources Information Center (ERIC); American Psychological Association PsycNet Advanced Search (APA PsycNet) and the Virtual Health Library (VHL) covering the Scientific Electronic Library Online (SCIELO) and the Latin American and Caribbean Literature on Health Sciences (LILACS). The risk of bias was assessed by two Joanna Briggs Institute (JBI) instruments, specific for assessment of cross-sectional analytical (total = 6) or quasi-experimental (total = 13) studies. Nineteen articles were included, with the agreement of selection by the judges considered perfect by Cohen's Kappa (k = 0.837, p < 0.001). The total selection determined 3938 participants, predominantly undergraduate students of nursing courses 50%, physiotherapy 19.2%, medicine 15.4% and others 15.4%. The meta-analysis was carried out with studies (total = 9) that presented continuous type statistical technique for comparison, presence of mean and standard deviation and organized into three different groups, being, "intervention versus control" (n=3), "intervention versus traditional" (n=2) and the "pre and post-intervention assessment group" (n=4). Considering only the “pre and post-intervention assessment group”, a large effect size was found on students' self-efficacy after the competency-based interventions. The observational cross-sectional studies confirmed adequate measurement of academic self-efficacy in the proposed activities after the application and validation of the scales.