AbstractThe aim is to identify a relevant framework to study self-efficacy in relation to the impact of medical education curricula. In medical education research, self-efficacy beliefs have mostly been studied in relation to their impact on the mastery of communication competencies and clinical skills. Few studies are available – in the medical domain – that centre on a broader range of medical curriculum competencies, the way self-efficacy improves self-regulated learning, how self-efficacy affects motivation, provides study support, how self-efficacy boosts the career development of students and, how self-efficacy influences social and emotional support of students

Aper, Leen

Derese, Anselme

Koole, Sebastiaan

Turan, Sevgi

Valcke, Martin

The aim is to identify a relevant framework to study self-efficacy in relation to the impact of medical education curricula. In medical education research, self-efficacy beliefs have mostly been studied in relation to their impact on the mastery of communication competencies and clinical skills. Few studies are available - in the medical domain - that centre on a broader range of medical curriculum competencies, the way self-efficacy improves self-regulated learning, how self-efficacy affects motivation, provides study support, how self-efficacy boosts the career development of students and, how self-efficacy influences social and emotional support of students. (c) 2013 The Authors. Published by Elsevier Ltd.Wo

Hacettepe University Institutional Repository

Procedia - Social and Behavioral Sciences

Studying Self-Efficacy Beliefs in Medical Education

Elsevier - Publisher Connector 

 Procedia - Social and Behavioral Sciences  93 ( 2013 )  1311 – 1314 
1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and peer review under responsibility of Prof. Dr. Ferhan Odabaşı
doi: 10.1016/j.sbspro.2013.10.034 
ScienceDirect
3rd World Conference on Learning, Teaching and Educational Leadership (WCLTA-2012) 
Studying self-efficacy beliefs in medical education 
Sevgi Turan a*, Martin Valcke b, Leen Aperc, Sebastiaan Koolec, Anselme Deresec  
a Department of Medical Education and Informatics, Faculty of Medicine, Hacettepe University, Ankara, 06100,Turkey 
bFaculty of Education, Ghent University, Ghent, 9000, Belgium 
c Center of Educational Department, Ghent University Faculty of Medicine, Ghent, 9000, Belgium 
Abstract 
The aim is to identify a relevant framework to study self-efficacy in relation to the impact of medical education curricula. In 
medical education research, self-efficacy beliefs have mostly been studied in relation to their impact on the mastery of 
communication competencies and clinical skills. Few studies are available – in the medical domain – that centre on a broader 
range of medical curriculum competencies, the way self-efficacy improves self-regulated learning, how self-efficacy affects 
motivation, provides study support, how self-efficacy boosts the career development of students and, how self-efficacy influences 
social and emotional support of students.  
© 2012 Published by Elsevier Ltd. Selection and peer review under the responsibility of Prof. Dr. Ferhan Odabaşı  
Keywords: medical students; medical research; self-efficacy 
1. Introduction 
Self-efficacy beliefs can be defined as an individual’s beliefs about his/her capabilities to learn or perform 
behavior at a defined level (Bandura, 1998). From a review of available theoretical and empirical research about 
self-efficacy beliefs, we can conclude that self-efficacy beliefs affect critical student variables and processes: a) 
improving achievement, b) improving self-regulated learning skills and motivation, c) providing study support, d) 
students’ career development and, e) providing social and emotional support to students. A separate research area 
centers on: f) the potential of adopting self-efficacy as a critical variable when evaluating innovation of the medical 
curriculum. 
In this study, we searched the databases Medline, the Educational Resources Information Centre (ERIC) and 
PsycARTICLES from 1985 to October 2010. Key words included: “medical education” and combinations of “self-
efficacy” and “self-efficacy beliefs”. We look into how self-efficacy beliefs have been theorized and researched in 
relation to student learning processes and variables affecting learning processes. 
* Sevgi Turan. Tel.: +90-312-305-2617  
   E-mail address: sturan@hacettepe.edu.tr 
Available online at www.sciencedirect.com
© 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and peer review under responsibility of Prof. Dr. Ferhan Odabaşı
1312   Sevgi Turan et al. /  Procedia - Social and Behavioral Sciences  93 ( 2013 )  1311 – 1314 
2.  Self-efficacy 
Below we discuss the self efficacy in light of educational literature and give example of studies on medical 
education. 
2.1. Improving achievement  
Research findings have confirmed that self-efficacy significantly correlates with achievement outcomes 
(Bandura, 1997; Pajares & Schunk, 2001; Schunk & Pajares, 2002). Since improving achievement is the main goal 
of medical schools, self-efficacy beliefs can be adopted to predict and increase the medical students’ achievement. A 
few studies are available that focus on self-efficacy and academic performance in medical education (Chaput & 
Dunn, 2001; Johnston et al., 2004; Kell, 2006). 
2.2. Improving self-regulated learning skills and motivation 
As Bandura (1986) contended, human motivation and behavior influence each other reciprocally. Increasing 
students’ self-efficacy beliefs would therefore be expected to improve their achievement, motivation and self-
regulated learning skills, and vice versa. The nature of medical curricula is in this context of importance. Papinczak 
et al. (2008) reported a significant association between high self-efficacy and having a deep learning approach; 
however, they found that during the first year of medical studies, students tend to lose self-efficacy and move away 
from deep-strategic learning approaches towards more surface approaches. 
2.3. Providing study support 
Students' difficulties with basic academic skills are often directly related to their beliefs. Recently, Caprara and 
his colleagues (2008) found a relationship between self-efficacy beliefs and high school completion. Therefore, 
recognizing self-efficacy beliefs might be helpful to identify and support students at risk of dropping out, or 
completing successfully. 
2.4. Career development of students 
Bandura argued that psychosocial skills contribute to career success more than mastery of occupational technical 
skills (Bandura, 1998). Research points towards low self-efficacy perceptions rather than lack of capability or skill 
as a main reason for students to avoid academic courses and subsequent career opportunities (Hackett, 1995). 
Assessing students’ self-beliefs can, therefore, provide an important insight into how they make future study and 
career choices. 
2.5. Providing social and emotional support to students 
Self-efficacy beliefs influence individuals’ thought patterns and emotional reactions. People with low self-
efficacy levels believe things are tougher than they really are, which gives rise to stress and depression, and limits 
their ability to solve problems (Pajares, 1996; Bandura, 1998). Therefore, assessing and improving self-efficacy 
beliefs may help to provide students with emotional and social support. 
2.6. Evaluation of an innovation and/or curriculum  
Changes in the design of a curriculum can have particular implications, considering their impact on self-efficacy. 
In line with this theoretical perspective, medical educators have shown a growing interest in research about the 
1313 Sevgi Turan et al. /  Procedia - Social and Behavioral Sciences  93 ( 2013 )  1311 – 1314 
relationship between – eventually changes in - the curriculum and self-efficacy beliefs. Most of these studies 
concerned communication competencies (Allen et al., 1998) and clinical skill performance (Tresolini & Stritter, 
1994; Mann et al., 1997; Johnston et al., 2004; Mason & Ellershaw, 2004; Katz et al., 2005; Wright et al., 2006; 
Morton et al., 2006). Other studies aimed at determining the role of self-efficacy beliefs in domains such as research 
skills (Baken et al., 2010), diagnostic abilities (Sobral, 2000), and team tasks (Sobral, 1998).  
3. Discussion and conclusion  
In the present literature study, we looked at self-efficacy beliefs from the perspective of educational theories, and 
screened the literature as to how self-efficacy beliefs have been approached thus far in the medical education 
literature.  
From the scarce literature we found on self-efficacy beliefs in the medical domain and their relationship with 
students’ learning skills, career development and emotional state. We conclude that medical teachers and researchers 
should direct more attention to the study of medical students’ self-efficacy beliefs, in other domains than it has been 
done thus far. 
Acknowledgements 
This study supported by the grant from Special Research Fund of Ghent University (01T01310). 
References 
Allen, R., Heard, J., Savidge, M., Bittengle, J., Cantrell, M., & Huffmaster, T. (1998). Surveying students’ attitudes during the OSCE. Advances 
in Health Sciences Education, 3, 197–206. 
Baken, L.L., Byars-Winston, A., Gundermann, D.M., Ward, E.C., Slattery, A., King, A., Scott, D., & Taylor, R.E. (2010). Effects of an 
educational intervention on female biomedical scientists’ research self-efficacy. Advances in Health Sciences Education, 15, 167–183. 
Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. 
Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman. 
Bandura, A. (1998). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic 
Press; 1994. Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press; 1998. 
Caprara, G.V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G.M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role 
of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 
100(3), 525–534. 
Chaput de Saintonge, D.M. & Dunn, D.M. (2001). Gender and achievement in clinical medical students: A path analysis. Medical Education, 35, 
1024-1033. 
Hackett, G. (1995). Self-efficacy in career choice and development. In: A. Bandura (Ed.), Self-efficacy in changing societies (pp. 232-258). New 
York: Cambridge University Press. 
Johnston, M., O’Carroll, R., Hart, J., & McGee, H.M. (2004). Experiencing the evidence’ in behavioural sciences increases self-efficacy. Medical 
Education, 38, 563-564. 
Katz, S., Feigenbaum, A., Pasternak, S., & Vinker, S. (2005). An interactive course to enhance self-efficacy of family practitioners to treat 
obesity. BMC Medical Education, 5, 4. 
Kell, C. (2006). Undergraduates’ learning profile development: What is happening to the men? Medical Teacher, 28(1), e16–e24. 
Mann, K.V., Lindsay, E.A., Putnam, R.W., & Davis, D.A. (1997). Increasing physician involvement in cholesterol-lowering practices: The role 
of knowledge, attitudes and perceptions. Advances in Health Sciences Education, 2, 237–253. 
Mason, S., & Ellershaw, J. (2004). Assessing undergraduate palliative care education: Validity and reliability of two scales examining perceived 
efficacy and outcome expectancies in palliative care. Medical Education, 38, 1103–1110. 
1314   Sevgi Turan et al. /  Procedia - Social and Behavioral Sciences  93 ( 2013 )  1311 – 1314 
Morton, J., Anderson, L., Frame, F., Moyes, J., & Cameron, H. (2006). Back to the future: teaching medical students clinical procedures. Medical 
Teacher, 28(8), 723–728. 
Pajares, F., & Schunk, D.H. (2001). Self-beliefs and school success: self-efficacy, self-concept, and school achievement. In R. Riding & S. 
Rayner (Eds.), Self-perception (pp. 239-266). London: Ablex Publishing. 
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research Winter,  66(4), 543-578. 
Papinczak, T., Young, L., Groves, M., & Haynes M. (2008). Effects of a metacognitive intervention on students’ approaches to learning and self-
efficacy in a first year medical course. Advances in Health Sciences Education, 13, 213–232. 
Schunk, D.H., & Pajares, F. (2002).  The development of academic self-efficacy. In A. Wigfield & J. Eccles (Eds.), Development of achievement 
motivation (pp. 15-31). San Diego: Academic Press. 
Sobral, D.T. (1998). Productive small groups in medical studies: Training for cooperative learning. Medical Teacher, 20(2), 118-122. 
Sobral, D.T. (2000). Appraisal of medical students’ diagnostic ability in relation to their learning achievement and self-confidence as a learner. 
Medical Teacher, 22(1), 59-63. 
Tresolini, C.P., & Stritter, F.T. (1994). An analysis of learning experiences contributing to medical students' self-efficacy in conducting patient 
education for health promotion. Teaching and Learning in Medicine: An International Journal, 6(4), 247-254. 
Wright, S.W., Lindsell, C.J., Hinckley, W.R., Williams, A., Holland, C., Lewis, C.H., & Heimburger, G. (2006). High fidelity medical simulation 
in the difficult environment of a helicopter: Feasibility, self-efficacy and cost. BMC Medical Education, 6, 49. 
 


Studying Self-efficacy Beliefs in Medical Education 

Ghent University Academic Bibliography

See	discussions,	stats,	and	author	profiles	for	this	publication	at:https://www.researchgate.net/publication/273425291Studying	Self-efficacy	Beliefs	in	MedicalEducationArticle		in		Procedia	-	Social	and	Behavioral	Sciences	·	October	2013DOI:	10.1016/j.sbspro.2013.10.034READS665	authors,	including:Sevgi	TuranHacettepe	University29	PUBLICATIONS			81	CITATIONS			SEE	PROFILEMartin	ValckeGhent	University343	PUBLICATIONS			4,589	CITATIONS			SEE	PROFILESebastiaan	KooleGhent	University25	PUBLICATIONS			127	CITATIONS			SEE	PROFILEAnselme	DereseGhent	University71	PUBLICATIONS			705	CITATIONS			SEE	PROFILEAll	in-text	references	underlined	in	blue	are	linked	to	publications	on	ResearchGate,letting	you	access	and	read	them	immediately.Available	from:	Martin	ValckeRetrieved	on:	24	May	2016 Procedia - Social and Behavioral Sciences  93 ( 2013 )  1311 – 1314 1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.Selection and peer review under responsibility of Prof. Dr. Ferhan Odabaşıdoi: 10.1016/j.sbspro.2013.10.034 ScienceDirect3rd World Conference on Learning, Teaching and Educational Leadership (WCLTA-2012) Studying self-efficacy beliefs in medical education Sevgi Turan a*, Martin Valcke b, Leen Aperc, Sebastiaan Koolec, Anselme Deresec  a Department of Medical Education and Informatics, Faculty of Medicine, Hacettepe University, Ankara, 06100,Turkey bFaculty of Education, Ghent University, Ghent, 9000, Belgium c Center of Educational Department, Ghent University Faculty of Medicine, Ghent, 9000, Belgium Abstract The aim is to identify a relevant framework to study self-efficacy in relation to the impact of medical education curricula. In medical education research, self-efficacy beliefs have mostly been studied in relation to their impact on the mastery of communication competencies and clinical skills. Few studies are available – in the medical domain – that centre on a broader range of medical curriculum competencies, the way self-efficacy improves self-regulated learning, how self-efficacy affects motivation, provides study support, how self-efficacy boosts the career development of students and, how self-efficacy influences social and emotional support of students.  © 2012 Published by Elsevier Ltd. Selection and peer review under the responsibility of Prof. Dr. Ferhan Odabaşı  Keywords: medical students; medical research; self-efficacy 1. Introduction Self-efficacy beliefs can be defined as an individual’s beliefs about his/her capabilities to learn or perform behavior at a defined level (Bandura, 1998). From a review of available theoretical and empirical research about self-efficacy beliefs, we can conclude that self-efficacy beliefs affect critical student variables and processes: a) improving achievement, b) improving self-regulated learning skills and motivation, c) providing study support, d) students’ career development and, e) providing social and emotional support to students. A separate research area centers on: f) the potential of adopting self-efficacy as a critical variable when evaluating innovation of the medical curriculum. In this study, we searched the databases Medline, the Educational Resources Information Centre (ERIC) and PsycARTICLES from 1985 to October 2010. Key words included: “medical education” and combinations of “self-efficacy” and “self-efficacy beliefs”. We look into how self-efficacy beliefs have been theorized and researched in relation to student learning processes and variables affecting learning processes. * Sevgi Turan. Tel.: +90-312-305-2617     E-mail address: sturan@hacettepe.edu.tr Available online at www.sciencedirect.com© 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.Selection and peer review under responsibility of Prof. Dr. Ferhan Odabaşı1312   Sevgi Turan et al. /  Procedia - Social and Behavioral Sciences  93 ( 2013 )  1311 – 1314 2.  Self-efficacy Below we discuss the self efficacy in light of educational literature and give example of studies on medical education. 2.1. Improving achievement  Research findings have confirmed that self-efficacy significantly correlates with achievement outcomes (Bandura, 1997; Pajares & Schunk, 2001; Schunk & Pajares, 2002). Since improving achievement is the main goal of medical schools, self-efficacy beliefs can be adopted to predict and increase the medical students’ achievement. A few studies are available that focus on self-efficacy and academic performance in medical education (Chaput & Dunn, 2001; Johnston et al., 2004; Kell, 2006). 2.2. Improving self-regulated learning skills and motivation As Bandura (1986) contended, human motivation and behavior influence each other reciprocally. Increasing students’ self-efficacy beliefs would therefore be expected to improve their achievement, motivation and self-regulated learning skills, and vice versa. The nature of medical curricula is in this context of importance. Papinczak et al. (2008) reported a significant association between high self-efficacy and having a deep learning approach; however, they found that during the first year of medical studies, students tend to lose self-efficacy and move away from deep-strategic learning approaches towards more surface approaches. 2.3. Providing study support Students' difficulties with basic academic skills are often directly related to their beliefs. Recently, Caprara and his colleagues (2008) found a relationship between self-efficacy beliefs and high school completion. Therefore, recognizing self-efficacy beliefs might be helpful to identify and support students at risk of dropping out, or completing successfully. 2.4. Career development of students Bandura argued that psychosocial skills contribute to career success more than mastery of occupational technical skills (Bandura, 1998). Research points towards low self-efficacy perceptions rather than lack of capability or skill as a main reason for students to avoid academic courses and subsequent career opportunities (Hackett, 1995). Assessing students’ self-beliefs can, therefore, provide an important insight into how they make future study and career choices. 2.5. Providing social and emotional support to students Self-efficacy beliefs influence individuals’ thought patterns and emotional reactions. People with low self-efficacy levels believe things are tougher than they really are, which gives rise to stress and depression, and limits their ability to solve problems (Pajares, 1996; Bandura, 1998). Therefore, assessing and improving self-efficacy beliefs may help to provide students with emotional and social support. 2.6. Evaluation of an innovation and/or curriculum  Changes in the design of a curriculum can have particular implications, considering their impact on self-efficacy. In line with this theoretical perspective, medical educators have shown a growing interest in research about the 1313 Sevgi Turan et al. /  Procedia - Social and Behavioral Sciences  93 ( 2013 )  1311 – 1314 relationship between – eventually changes in - the curriculum and self-efficacy beliefs. Most of these studies concerned communication competencies (Allen et al., 1998) and clinical skill performance (Tresolini & Stritter, 1994; Mann et al., 1997; Johnston et al., 2004; Mason & Ellershaw, 2004; Katz et al., 2005; Wright et al., 2006; Morton et al., 2006). Other studies aimed at determining the role of self-efficacy beliefs in domains such as research skills (Baken et al., 2010), diagnostic abilities (Sobral, 2000), and team tasks (Sobral, 1998).  3. Discussion and conclusion  In the present literature study, we looked at self-efficacy beliefs from the perspective of educational theories, and screened the literature as to how self-efficacy beliefs have been approached thus far in the medical education literature.  From the scarce literature we found on self-efficacy beliefs in the medical domain and their relationship with students’ learning skills, career development and emotional state. We conclude that medical teachers and researchers should direct more attention to the study of medical students’ self-efficacy beliefs, in other domains than it has been done thus far. Acknowledgements This study supported by the grant from Special Research Fund of Ghent University (01T01310). References Allen, R., Heard, J., Savidge, M., Bittengle, J., Cantrell, M., & Huffmaster, T. (1998). Surveying students’ attitudes during the OSCE. Advances in Health Sciences Education, 3, 197–206. Baken, L.L., Byars-Winston, A., Gundermann, D.M., Ward, E.C., Slattery, A., King, A., Scott, D., & Taylor, R.E. (2010). Effects of an educational intervention on female biomedical scientists’ research self-efficacy. Advances in Health Sciences Education, 15, 167–183. Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman. Bandura, A. (1998). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press; 1994. Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press; 1998. Caprara, G.V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G.M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525–534. Chaput de Saintonge, D.M. & Dunn, D.M. (2001). Gender and achievement in clinical medical students: A path analysis. Medical Education, 35, 1024-1033. Hackett, G. (1995). Self-efficacy in career choice and development. In: A. Bandura (Ed.), Self-efficacy in changing societies (pp. 232-258). New York: Cambridge University Press. Johnston, M., O’Carroll, R., Hart, J., & McGee, H.M. (2004). Experiencing the evidence’ in behavioural sciences increases self-efficacy. Medical Education, 38, 563-564. Katz, S., Feigenbaum, A., Pasternak, S., & Vinker, S. (2005). An interactive course to enhance self-efficacy of family practitioners to treat obesity. BMC Medical Education, 5, 4. Kell, C. (2006). Undergraduates’ learning profile development: What is happening to the men? Medical Teacher, 28(1), e16–e24. Mann, K.V., Lindsay, E.A., Putnam, R.W., & Davis, D.A. (1997). Increasing physician involvement in cholesterol-lowering practices: The role of knowledge, attitudes and perceptions. Advances in Health Sciences Education, 2, 237–253. Mason, S., & Ellershaw, J. (2004). Assessing undergraduate palliative care education: Validity and reliability of two scales examining perceived efficacy and outcome expectancies in palliative care. Medical Education, 38, 1103–1110. 1314   Sevgi Turan et al. /  Procedia - Social and Behavioral Sciences  93 ( 2013 )  1311 – 1314 Morton, J., Anderson, L., Frame, F., Moyes, J., & Cameron, H. (2006). Back to the future: teaching medical students clinical procedures. Medical Teacher, 28(8), 723–728. Pajares, F., & Schunk, D.H. (2001). Self-beliefs and school success: self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Self-perception (pp. 239-266). London: Ablex Publishing. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research Winter,  66(4), 543-578. Papinczak, T., Young, L., Groves, M., & Haynes M. (2008). Effects of a metacognitive intervention on students’ approaches to learning and self-efficacy in a first year medical course. Advances in Health Sciences Education, 13, 213–232. Schunk, D.H., & Pajares, F. (2002).  The development of academic self-efficacy. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 15-31). San Diego: Academic Press. Sobral, D.T. (1998). Productive small groups in medical studies: Training for cooperative learning. Medical Teacher, 20(2), 118-122. Sobral, D.T. (2000). Appraisal of medical students’ diagnostic ability in relation to their learning achievement and self-confidence as a learner. Medical Teacher, 22(1), 59-63. Tresolini, C.P., & Stritter, F.T. (1994). An analysis of learning experiences contributing to medical students' self-efficacy in conducting patient education for health promotion. Teaching and Learning in Medicine: An International Journal, 6(4), 247-254. Wright, S.W., Lindsell, C.J., Hinckley, W.R., Williams, A., Holland, C., Lewis, C.H., & Heimburger, G. (2006). High fidelity medical simulation in the difficult environment of a helicopter: Feasibility, self-efficacy and cost. BMC Medical Education, 6, 49.  

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