Purpose This study aimed to identify the factors influencing premedical students’ satisfaction with early clinical experience and determine the mediating effect of self-efficacy on the relationship between learning motivation and satisfaction.
Methods This cross-sectional study included 35 second-year premedical students who completed the early clinical experience course and responded to course evaluation questionnaires on self-efficacy, transfer motivation, and student satisfaction. The data were analyzed using descriptive statistics, Pearson’s correlation, Baron and Kenny’s hierarchical multiple regression analyses, and the Sobel test.
Results Student satisfaction was significantly correlated with self-efficacy (r=0.724, p<0.01) and transfer motivation (r=0.538, p<0.01). Self-efficacy and transfer motivation were also highly correlated (r=0.789, p<0.01). Multiple regression analyses and Sobel test indicated that self-efficacy fully mediated the relationship between student satisfaction and transfer motivation (Z=2.704, p<0.01).
Conclusion In this study, early clinical experience program increased premedical students’ self-efficacy and transfer motivation for clinical knowledge and confirmed that self-efficacy mediated student satisfaction. These findings demonstrate the positive effects of early clinical experience on the medical school curriculum and suggest the need for educational strategies to increase self-efficacy in learning.
Purpose This study aims to verify whether the Reflective Practice Questionnaire (RPQ) developed by Priddis and Rogers is valid in the Korean context to identify the level of reflection of medical students in clinical practice.
Methods A total of 202 third- and fourth-year medical students from seven universities participated in the study. After receiving approval for use from the authors, a survey was conducted on the students through an adaptation process. The original scale consists of 10 factors with 40 items. The Self-efficacy in Clinical Performance Scale (SECP), Korean Self-reflection and Insight Scale (K-SRIS), and Reflection-in-Learning Scale (RinLS) were used to validate the scale. Exploratory factor, confirmatory factor, correlation, and reliability analyses were used for data analysis.
Results As a result of exploratory factor analysis, 10 subfactors were extracted (Kaiser-Meyer-Olkin=0.856, Bartlett’s test: χ 2 =5,044.337, degrees of freedom=780, p<0.001). Among the 40 items, one that showed a high overlapping load for other factors was excluded. As a result of confirmatory factor analysis, the 10-factor structure model was found suitable (χ 2 =1.980, comparative fit index=0.859, Tucker-Lewis index=0.841, root mean square error of approximation=0.070). As a result of the criterion validity test, most of the subfactors of the Korean version of the RPQ (K-RPQ) showed a positive correlation with K-SRIS, RinLS, and SECP. The reliability of 10 subfactors was satisfactory, ranging from 0.666 to 0.919.
Conclusion The K-RPQ was confirmed to be a reliable and valid tool to evaluate the level of reflection among Korean medical students in clinical clerkship. This scale can be used as a tool to provide feedback on each student’s level of reflection in clinical clerkship.
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Purpose This study is to analyze the effects of medical students’ social support and career barriers on career exploration behavior mediated by career decision-making self-efficacy. Methods: We applied the t-test to investigate the difference among the variables based on gender and admission types. Also, we performed path analysis to verify the effect of perceived career barriers and social support on career exploration behavior with career decision efficacy as a mediator. Results: First, we noted statistically significant gender and admission type difference in social support, career barriers and career exploration behaviors. Second, social support and career barriers were found to influence career exploration behavior as a mediating variable for career decision-making self-efficacy. Conclusion: Social support and career barriers as perceived by medical students influenced their career exploration behavior, with their decision-making self-efficacy serving as a full mediator. Therefore, this study has educational implications for career program development and educational training for career decision-making self-efficacy.
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Purpose The purpose of this study was to examine the relationship among academic self-efficacy, socially-prescribed perfectionism, and academic burnout in medical school students and to determine whether academic self-efficacy had a mediating role in the relationship between perfectionism and academic burnout.
Methods A total of 244 first-year and second-year premed medical students and first- to fourth-year medical students were enrolled in this study. As study tools, socially-prescribed perfectionism, academic self-efficacy, and academic burnout scales were utilized. For data analysis, correlation analysis, multiple regression analysis, and hierarchical multiple regression analyses were conducted.
Results Academic burnout had correlation with socially-prescribed perfectionism. It had negative correlation with academic self-efficacy. Socially-prescribed perfectionism and academic self-efficacy had 54% explanatory power for academic burnout. When socially-prescribed perfectionism and academic self-efficacy were simultaneously used as input, academic self-efficacy partially mediated the relationship between socially-prescribed perfectionism and academic burnout.
Conclusion Socially-prescribed perfectionism had a negative effect on academic self-efficacy, ultimately triggering academic burnout. This suggests that it is important to have educational and counseling interventions to improve academic self-efficacy by relieving academic burnout of medical school students.
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Purpose The purpose of this study was to compare the differences in self-efficacy in clinical performance (SECP) between medical students and residents. Methods: A total of 267 medical students and 110 residents participated in a survey on SECP with regard to seven factors: knowledge acquisition and application, clinical reasoning, clinical skills, communication with patients, relationships with other health professionals, medical ethics, and self-development. The data were examined by multivariate analysis of variance. Results: Residents had higher scores for clinical skills than students (F[1, 372]=8.919, p<0.01), whereas students scored significantly higher for communication with patients (F[1, 372]=26.779, p<0.001), relationships with other health professionals (F[1, 372]=12.807, p<0.001), medical ethics (F[1, 372]=40.136, p<0.001), and self-development (F[1, 372]=32.380, p<0.001). There were no differences between genders or specialties of residents. Conclusion: There are differences in SECP between students and residents. These results can guide the design of self-efficacy improvement programs.
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Results Academic self-efficacy was correlated negatively with academic burnout explaining 37% of academic burnout.
Conclusion Academic self-efficacy (especially self-confidence) had the greatest effect on academic burnout. The implications of these results are discussed in terms of an evaluation and support system for students.
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PURPOSE The purpose of this study was to evaluate the relationships among critical thinking disposition, general self-efficacy, leadership and clinical competence, and identify the factors influencing clinical competence in nursing students.
METHODS In this descriptive study, 153 nursing students (from 2nd to 4th school year) of a university in South Korea were enrolled in December 2010. The instruments for this study were the Korean versions of the Critical Thinking Disposition Scale, General Self-Efficacy Scale, Leadership Inventory, and Clinical Competence Scale. Data were analyzed by descriptive statistics, t-test, MANOVA, Pearson correlation, and multiple linear regression with PASW 18.0 software.
RESULTS The mean scores (ranging from 1 to 5) in nursing students for critical thinking disposition, general self-efficacy, leadership, and clinical competence were 3.44, 3.51, 3.55, and 3.42, respectively. Positive correlations were found for clinical competence with critical thinking disposition, general self-efficacy, and leadership. The strongest predictor of clinical competence was leadership. In addition, leadership, nursing school year, and subjective academic achievement accounted for 34.5% of variance in clinical competence.
CONCLUSION This study revealed that developing leadership, critical thinking disposition, and self-efficacy in undergraduate nursing education is important to improve clinical competence of nursing students.
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PURPOSE The purpose of this study is to compare the effects of achievement goal orientation and self-efficacy across grade levels; to verify correlations among achievement goal orientation, self-efficacy, course interests and academic achievement (GPA); and to examine predictions of achievement goal orientation and self-efficacy on course interests and academic achievement (GPA) across grade levels. METHODS: Participants were 347 medical students with the breakdown being premedical students (n=104, 30.0%), first-year medical students (n=130, 37.5%), and third-year medical students (n=113, 32.5%). The scales of 3 achievement goal orientations (performance approach, performance avoidance, and mastery), academic self-efficacy, and course interests were used in the study. The final grade was used as the academic achievement (GPA). We conducted a one-way ANOVA, Pearson's correlation analysis, and multiple regression analysis to resolve the research questions. RESULTS: Premedical students revealed higher performance approach and higher self-efficacy than medical students. First-year medical students had higher mastery goal. Third-year medical students showed higher performance avoidance and lower mastery goal than the first-year medical students and premedical students. Course interests correlated positively with performance approach, mastery goal, and self-efficacy regardless of grade level. Academic achievement correlated positively with performance approach, mastery goal and self-efficacy in premedical students and performance approach and mastery goal in first-year medical students.
Performance approach and self-efficacy showed positive correlations with academic achievement in third-year medical students. For course interests, mastery goal and performance approach were the best predictors; and for academic achievement, performance approach was the best predictor in all participants. Mastery goal in premedical students and self-efficacy in third-year medical students significantly predicted academic achievement. CONCLUSION: These findings suggest that, to enhance course interests and academic achievement, it is desirable to consider individual characteristics such as academic goal orientation and level of self-efficacy when designing the learning environment.
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PURPOSE The purpose of this study was to explore the relation of self-efficacy with environmental factors, personality, and academic achievement in medical students.
METHODS Study subjects consisted of 141 first-year medical students at Korea University Medical School during one academic year (2003~2004). All participants completed a 24-item questionnaire on self-efficacy beliefs, a 16-item questionnaire asking demographic and socioeconomic data, and the Temperament and Character Inventory (TCI).
Spearman'sorrelation of selfefficacy with other variables was generated. The differences of self-efficacy scores according to the level of satisfaction with school life, total family income per month and the reasons for entering medical college were analyzed by ANOVA.
RESULTS Age and overall satisfaction with school correlated with self-confidence and total family income per month was related to self-regulation. Students who entered medical college due to the socioeconomic stability of medicine showed significantly lower preference for task difficulty than those who had other reasons for entering medical college. The GPAs of premedical studies correlated with self-regulation and the GPAs of Med 1 and the cumulative GPAs of premedical and Med I were related to the preference for task difficulty.
CONCLUSION This result supports that self-efficacy beliefs were related with some environmental factors, personality and academic achievements in medical students.
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