Does Learner Self-Efficacy Influence Accurate Identification of Heart Sound Descriptions?

Abstract

Although physician assistant (PA) training includes cardiac instruction, there is a lack of theory-based research investigating skill and behavioral development in PA students. The objective of this study was to examine the relationship between self-efficacy and ability to correctly identify heart sounds. A cross-sectional study was conducted among 2 cohorts of PA students at one institution. Students answered self-efficacy items using 5-point Likert-type answers and identified specific heart sounds from text descriptions. Data from 154 students were analyzed using Cronbach's alpha and bivariate statistical tests. Second-year students identified more heart sounds correctly than first-year students (8 v. 7, Z = -2.64, p = 0.01). Students with more confidence were more likely to correctly identify specific heart sounds. Results are consistent with social cognitive theory showing that self-efficacy may be related to outcome performance in PA students. Educational processes that cultivate self-efficacy may increase proficiency in cardiac auscultation.