Reflection and Self-Efficacy for Clinical Skills
Author Information
Author(s): Yong Jade Lene, Roberts Gwyndaf
Primary Institution: Newcastle University Medicine Malaysia (NUMed)
Hypothesis
What is the effect of preclinical students' engagement with reflection on their self-efficacy for clinical skills?
Conclusion
Engaging with reflection can positively or negatively affect self-efficacy for clinical skills, depending on students' attitudes towards reflective practice.
Supporting Evidence
- Students reported that reflection helped them identify weaknesses and improve their skills.
- Reflection can lead to both positive and negative feelings, impacting self-efficacy.
- Engagement with reflection was found to be a complex process with varying effects on self-efficacy.
Takeaway
This study looked at how thinking about their experiences helps medical students feel more confident in their skills. Sometimes it helps, but other times it can make them feel worse.
Methodology
A mixed methods study using validated questionnaires and thematic analysis of interviews and focus groups.
Potential Biases
Potential recall and reporting bias due to the primary researcher being a near-peer.
Limitations
The study's cross-sectional design limits access to participants' responses at a specific point in time, and there may be selection bias.
Participant Demographics
Of the 273 respondents, 63.4% were females, and 53.5% were second-year students with a mean age of 20 years.
Statistical Information
P-Value
<0.001
Confidence Interval
95%
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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