Browse by author
Lookup NU author(s): Dr Gwyndaf RobertsORCiD, Dr Bryan BurfordORCiD
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
Background In the learning of clinical skills, self-efficacy, one’s beliefs about their abilities to succeed, is an important factor in determining a student’s mastery of the skill. Referring to the theoretical origins of self-efficacy, it seems that engaging with reflection, a metacognitive process where one evaluates their thoughts and actions to produce intended behaviours, could play a role in improving self-efficacy. This study examined the effects of preclinical students’ engagement with reflection on their self-efficacy for clinical skills.Methods This mixed methods research was conducted amongst Newcastle University Medicine Malaysia preclinical students. For quantitative data collection, validated questionnaires measuring engagement with reflection and perceived self-efficacy for clinical skills were used. Interviews and focus groups were also conducted to collect qualitative data on how students thought engaging with reflection impacted their self-efficacy for clinical skills.Results Statistical analysis of the quantitative data using multiple regression showed that there was no significant effect of engagement with reflection on students’ self-efficacy for clinical skills (R2 change < 0.0001, p = 0.841). From thematic analysis of qualitative data, students perceived that engagement with reflection impacted their self-efficacy for clinical skills both positively and negatively through objective evaluation of their performances, familiarisation and understanding of skills, by transforming their personal mindset and connecting to their emotions.Conclusion Engaging with reflection may improve or decrease self-efficacy for clinical skills, depending on students’ own attitudestowards the exercise. However, engagement with reflection alone is insufficient to alter self-efficacy beliefs of students, and should be considered in the presence of other factors.
Author(s): Yong JL, Roberts G, Burford B
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Published
Conference Name: ASME Annual Scientific Meeting - Developing a Diverse Workforce
Year of Conference: 2023
Pages: 96-96
Print publication date: 01/10/2023
Online publication date: 19/10/2023
Acceptance date: 02/03/2023
ISSN: 1743-4971
Publisher: Wiley-Blackwell Publishing Ltd.
URL: https://doi.org/10.1111/tct.13657
DOI: 10.1111/tct.13657
Series Title: The Clinical Teacher
