Abstract
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.
Highlights
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
Aiming to analyze the association between teacher self-efficacy and effectiveness in the application of the OSCE as a formative evaluation instrument, descriptive statistics of the scores obtained at the Participant Characterization Questionnaire (PCQ) instrument, the statements that were directed to teacher perception about the context and about the OSCE, in a subdivision of the PCQ: Teacher Perception about Context (TPCONTEXT) and the Teacher Perception about the OSCE (TPOSCE) were initially employed
In the Sources Scale (SESS), the Social Persuasion factor was the most endorsed by the participants, obtaining the highest mean when compared to the other factors of the instruments, which may indicate that this source is the one with the greatest interference in the formation of teachers’ beliefs
Summary
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: the present study aimed to investigate possible associations between teacher self-efficacy and the use of OSCE. There was only one positive and statistically significant correlation, with a weak magnitude, established between the Intentionality of Action Efficacy and Vicarious Learning. Conclusions: The teachers who agreed with some important characteristics about the OSCE method showed higher levels of self-efficacy. Since the end of the 20th century, medical education has been constantly evolving, which has led to changes and updates in the area over the years. Over the years, the model ended up being seen as synonymous with a mechanistic, biologistic, individualist, specialistic and technical medical education[1]. The concept of community medicine and its importance in the health-disease process triggered changes in the way of teaching and exercising the profession. The trained physicians would start to meet social expectations, have more specific skills such as communication techniques and leadership positions, in addition to being generalists and knowing Primary Health Care[3,4]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
