Relationships between self-efficacy beliefs and personal factors in final-year medical students.
Emotionality
Extraversion
Medical students
Need for cognitive closure
Personality
Preparedness
Self-efficacy
Journal
BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679
Informations de publication
Date de publication:
07 Oct 2024
07 Oct 2024
Historique:
received:
23
12
2023
accepted:
25
09
2024
medline:
8
10
2024
pubmed:
8
10
2024
entrez:
7
10
2024
Statut:
epublish
Résumé
Medical students entering postgraduate training often feel ill-prepared for clinical practice. This has implications for physician well-being and the quality of patient care. Self-efficacy represents an important contributing factor in the transition process. Identifying student characteristics associated with self-efficacy is important in order to design possible interventions to enhance self-efficacy. Therefore, we assessed the relationship between final-year medical students' general self-efficacy with their personality traits, need for cognitive closure, and medical knowledge in order to identify factors contributing to the assessment and improvement of self-efficacy. Self-assessed data regarding general self-efficacy was collected from 188 final-year medical students who participated in a first day of residency simulation between March and September 2023. We also assessed several personal factors including the HEXACO Personality Inventory Revised (HEXACO-PI-R), a short scale to measure Need for Cognitive Closure (16-NCCS), and students' medical exam grades (M2). We ran multiple correlation and multiple linear regression analyses across all variables. We then added a second analysis each with general self-efficacy and HEXACO domains Emotionality and Extraversion on facet level, which both showed significant associations with self-efficacy in the respective first analysis. Across all variables, self-efficacy correlated significantly negatively with Emotionality and positively with Extraversion. Both domains also significantly predicted self-efficacy accordingly in the regression model. On a facet analysis, Sentimentality (Emotionality) and Sociability (Extraversion) did not correlate significantly with self-efficacy. In the regression model only the facets Sociability (Extraversion) and Fearfulness (Emotionality) significantly predicted lower self-efficacy. Furthermore, self-efficacy correlated significantly and negatively with the Need for Cognitive Closure (NCC). Additionally, significant positive and negative correlations of the NCC with both Emotionality and Extraversion, respectively, as well as a significant positive correlation for exam grades (M2) and Extraversion were found. Self-efficacy contributes to medial students' preparedness for clinical practice and can be predicted by several personal factors. Students should learn and reflect about these factors and need to be supported in increasing their self-efficacy and its self-assessment towards their transition to postgraduate training. Construction of a specific instrument for self-efficacy assessment utilizing the insight provided by the findings is proposed as a next step.
Sections du résumé
BACKGROUND
BACKGROUND
Medical students entering postgraduate training often feel ill-prepared for clinical practice. This has implications for physician well-being and the quality of patient care. Self-efficacy represents an important contributing factor in the transition process. Identifying student characteristics associated with self-efficacy is important in order to design possible interventions to enhance self-efficacy. Therefore, we assessed the relationship between final-year medical students' general self-efficacy with their personality traits, need for cognitive closure, and medical knowledge in order to identify factors contributing to the assessment and improvement of self-efficacy.
METHODS
METHODS
Self-assessed data regarding general self-efficacy was collected from 188 final-year medical students who participated in a first day of residency simulation between March and September 2023. We also assessed several personal factors including the HEXACO Personality Inventory Revised (HEXACO-PI-R), a short scale to measure Need for Cognitive Closure (16-NCCS), and students' medical exam grades (M2). We ran multiple correlation and multiple linear regression analyses across all variables. We then added a second analysis each with general self-efficacy and HEXACO domains Emotionality and Extraversion on facet level, which both showed significant associations with self-efficacy in the respective first analysis.
RESULTS
RESULTS
Across all variables, self-efficacy correlated significantly negatively with Emotionality and positively with Extraversion. Both domains also significantly predicted self-efficacy accordingly in the regression model. On a facet analysis, Sentimentality (Emotionality) and Sociability (Extraversion) did not correlate significantly with self-efficacy. In the regression model only the facets Sociability (Extraversion) and Fearfulness (Emotionality) significantly predicted lower self-efficacy. Furthermore, self-efficacy correlated significantly and negatively with the Need for Cognitive Closure (NCC). Additionally, significant positive and negative correlations of the NCC with both Emotionality and Extraversion, respectively, as well as a significant positive correlation for exam grades (M2) and Extraversion were found.
CONCLUSIONS
CONCLUSIONS
Self-efficacy contributes to medial students' preparedness for clinical practice and can be predicted by several personal factors. Students should learn and reflect about these factors and need to be supported in increasing their self-efficacy and its self-assessment towards their transition to postgraduate training. Construction of a specific instrument for self-efficacy assessment utilizing the insight provided by the findings is proposed as a next step.
Identifiants
pubmed: 39375692
doi: 10.1186/s12909-024-06087-6
pii: 10.1186/s12909-024-06087-6
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
1104Informations de copyright
© 2024. The Author(s).
Références
Chaou C-H, Yu S-R, Chang Y-C, Ma S-D, Tseng H-M, Hsieh M-J, Fang J-T. The evolution of medical students’ preparedness for clinical practice during the transition of graduation: a longitudinal study from the undergraduate to postgraduate periods. BMC Med Educ. 2021;21:260.
doi: 10.1186/s12909-021-02679-8
Goldacre MJ, Taylor K, Lambert TW. Views of junior doctors about whether their medical school prepared them well for work: questionnaire surveys. BMC Med Educ. 2010;10:78.
doi: 10.1186/1472-6920-10-78
Ochsmann EB, Zier U, Drexler H, Schmid K. Well prepared for work? Junior doctors’ self-assessment after medical education. BMC Med Educ. 2011;11:99.
doi: 10.1186/1472-6920-11-99
Monrouxe LV, Grundy L, Mann M, John Z, Panagoulas E, Bullock A, Mattick K. How prepared are UK medical graduates for practice? A rapid review of the literature 2009–2014. BMJ Open. 2017;7:e013656.
doi: 10.1136/bmjopen-2016-013656
Alexander C, Millar J, Szmidt N, Hanlon K, Cleland J. Can new doctors be prepared for practice? A review. Clin Teach. 2014;11:188–92.
doi: 10.1111/tct.12127
Burford B, Whittle V, Vance GHS. The relationship between medical student learning opportunities and preparedness for practice: a questionnaire study. BMC Med Educ. 2014;14:223.
doi: 10.1186/1472-6920-14-223
Wilson R, Varshney K, Petrera M, Hoff N, Thiel V, Frasso R. Reflections of Graduating Medical students: a photo-elicitation study. Med Sci Educ. 2023;33:363–7.
doi: 10.1007/s40670-023-01758-3
Teo AR, Harleman E, O’sullivan PS, Maa J. The key role of a transition course in preparing medical students for internship. Acad Med. 2011;86:860–5.
doi: 10.1097/ACM.0b013e31821d6ae2
Prince KJAH, Boshuizen HPA, van der Vleuten CPM, Scherpbier AJJA. Students’ opinions about their preparation for clinical practice. Med Educ. 2005;39:704–12.
doi: 10.1111/j.1365-2929.2005.02207.x
Tokuda Y, Goto E, Otaki J, Jacobs J, Omata F, Obara H, et al. Undergraduate educational environment, perceived preparedness for postgraduate clinical training, and pass rate on the National Medical Licensure examination in Japan. BMC Med Educ. 2010;10:35.
doi: 10.1186/1472-6920-10-35
Morrow G, Johnson N, Burford B, Rothwell C, Spencer J, Peile E, et al. Preparedness for practice: the perceptions of medical graduates and clinical teams. Med Teach. 2012;34:123–35.
doi: 10.3109/0142159X.2012.643260
Yu S-R, Cheng Y-C, Tseng H-M, Chang Y-C, Ma S-D, Huang C-D, et al. Undergraduates’ preparedness for practice is associated with professional identity and perception of educational environment: a validation study. Biomed J. 2021;44:495–503.
doi: 10.1016/j.bj.2020.04.009
Miles S, Kellett J, Leinster SJ. Medical graduates’ preparedness to practice: a comparison of undergraduate medical school training. BMC Med Educ. 2017;17:33.
doi: 10.1186/s12909-017-0859-6
Aggarwal M, Abdelhalim R, Fowler N, Oandasan I. Conceptualizing preparedness for practice: perspectives of early-Career Family Physicians. Fam Med. 2023;55:667–76.
doi: 10.22454/FamMed.2023.294689
Bosch J, Maaz A, Hitzblech T, Holzhausen Y, Peters H. Medical students’ preparedness for professional activities in early clerkships. BMC Med Educ. 2017;17:140.
doi: 10.1186/s12909-017-0971-7
Thind K, Bauer P, Titus H, Niess M, Hasan R. Early longitudinal experiences increase medical student self-efficacy. MedEdPublish (2016). 2021;10:142.
Lee C, Hall K, Anakin M, Pinnock R. Medical students’ responses to uncertainty: a cross-sectional study using a new self-efficacy questionnaire in Aotearoa New Zealand. BMJ Open. 2023;13:e066154.
doi: 10.1136/bmjopen-2022-066154
Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev. 1977;84:191–215.
doi: 10.1037/0033-295X.84.2.191
Bandura A. On the Functional properties of Perceived Self-Efficacy Revisited. J Manage. 2012;38:9–44.
Barańczuk U. The five-factor model of personality and generalized self efficacy. J Individ Differ. 2021;42:183–93.
doi: 10.1027/1614-0001/a000345
Stienen MN, Scholtes F, Samuel R, Weil A, Weyerbrock A, Surbeck W. Different but similar: personality traits of surgeons and internists-results of a cross-sectional observational study. BMJ Open. 2018;8:e021310.
doi: 10.1136/bmjopen-2017-021310
Suciu N, Meliț LE, Mărginean CO. A holistic Approach of personality traits in medical students: an integrative review. Int J Environ Res Public Health; 2021.
Lievens F, Coetsier P, de Fruyt F, de Maeseneer J. Medical students personality characteristics and academic performance: a five-factor model perspective. Med Educ. 2002;36:1050–6.
doi: 10.1046/j.1365-2923.2002.01328.x
Ferguson E, Semper H, Yates J, Fitzgerald JE, Skatova A, James D. The dark side and bright side of personality: when too much conscientiousness and too little anxiety are detrimental with respect to the acquisition of medical knowledge and skill. PLoS ONE. 2014;9:e88606.
doi: 10.1371/journal.pone.0088606
Akdağ B, Ege D. The Curvilinear Empathy–secondary traumatic stress relationship: the more Empathy, the Better? J Loss Trauma. 2024;29:76–94.
doi: 10.1080/15325024.2023.2240703
Allik J, Realo A, McCrae RR. Conceptual and methodological issues in the study of the personality-and-culture relationship. Front Psychol. 2023;14:1077851.
doi: 10.3389/fpsyg.2023.1077851
Sarraf-Yazdi S, Goh S, Krishna L. Conceptualizing Professional Identity Formation in Medicine. Acad Med. 2024;99:343.25. Papanagnou D, Klein MR, Zhang XC, Cameron KA.
Doty A, McCarthy DM, et al. Developing standardized patient-based cases for communication training: lessons learned from training residents to communicate diagnostic uncertainty. Adv Simul (Lond). 2021;6:26.
doi: 10.1186/s41077-021-00176-y
Ibrahim NK, Algethmi WA, Binshihon SM, Almahyawi RA, Alahmadi RF, Baabdullah MY. Predictors and correlations of emotional intelligence among medical students at King Abdulaziz University, Jeddah. Pak J Med Sci. 2017;33:1080–5.
Mavis B. Self-efficacy and OSCE performance among second year medical students. Adv Health Sci Educ Theory Pract. 2001;6:93–102.
doi: 10.1023/A:1011404132508
Jones D, McCalla M, Beverly EA. Measuring grit, self-efficacy, curiosity, and intolerance of uncertainty in first-generation college and first-generation osteopathic medical students. BMC Med Educ. 2023;23:190.
doi: 10.1186/s12909-023-04181-9
Hayat AA, Kohoulat N, Amini M, Faghihi SAA. The predictive role of personality traits on academic performance of medical students: the mediating role of self-efficacy. Med J Islam Repub Iran. 2020;34:77.
Mustaffa M, Nasir R, Khairudin R, Zainah AZ, Wan Shahrazad WS, Syed Salim SS. Understanding the personality traits of medical students using the five factor model. ASS. 2012;8:17–22.
Doherty EM, Nugent E. Personality factors and medical training: a review of the literature. Med Educ. 2011;45:132–40.
doi: 10.1111/j.1365-2923.2010.03760.x
Braniff C, Spence RA, Stevenson M, Boohan M, Watson P. Assistantship improves medical students perception of their preparedness for starting work. Med Teach. 2016;38:51–8.
doi: 10.3109/0142159X.2015.1045843
Chow A, Chen S, Rosby L, Low-Beer N, Shelat VG, Cleland J, et al. Student assistantship programme: an evaluation of impact on readiness to transit from medical student to junior doctor. BMC Med Educ. 2022;22:99.
doi: 10.1186/s12909-022-03159-3
Prediger S, Schick K, Fincke F, Fürstenberg S, Oubaid V, Kadmon M, et al. Validation of a competence-based assessment of medical students’ performance in the physician’s role. BMC Med Educ. 2020;20:6.
doi: 10.1186/s12909-019-1919-x
Harendza S, Gärtner J, Zelesniack E, Prediger S. Evaluation of a telemedicine-based training for final-year medical students including simulated patient consultations, documentation, and case presentation. GMS J Med Educ. 2020;37:Doc94.
Faul F, Erdfelder E, Lang A-G, Buchner A. G*Power 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behav Res Methods. 2007;39:175–91.
doi: 10.3758/BF03193146
Schwarzer R, Jerusalem M. Skalen Zur Erfassung Von Lehrer- Und Schülermerkmalen. Dokumentation Der Psychometrischen Verfahren Im Rahmen Der Wissenschaftlichen Begleitung Des Modellversuchs Selbstwirksame Schulen;1999. Berlin: Freie Universität Berlin. [Article in German].
Ashton MC, Lee K. The HEXACO-60: a short measure of the major dimensions of personality. J Pers Assess. 2009;91:340–5.
doi: 10.1080/00223890902935878
Schlink S, Walther E. Kurz und gut: Eine deutsche Kurzskala Zur Erfassung Des Bedürfnisses Nach Kognitiver Geschlossenheit. Z Sozialpsychol. 2007;38:153–61. [Article in German].
doi: 10.1024/0044-3514.38.3.153
Scholz U, Doña BG, Sud S, Schwarzer R. Is general self-efficacy a universal construct? Psychometric findings from 25 countries. Eur J Psychol Assess. 2002;18:242–51.
doi: 10.1027//1015-5759.18.3.242
Roets A, van Hiel A. Item selection and validation of a brief, 15-item version of the need for Closure Scale. Pers Individ Dif. 2011;50:90–4.
doi: 10.1016/j.paid.2010.09.004
Kruglanski AW, Webster DM, Klem A. Motivated resistance and openness to persuasion in the presence or absence of prior information. J Pers Soc Psychol. 1993;65:861–76.
doi: 10.1037/0022-3514.65.5.861
R Core Team. R: a language and environment for statistical computing;2022. Vienna: R Foundation for Statistical Computing.
Makowski D, Wiernik BM, Patil I, Lüdecke D, Ben-Shachar MS. correlation: Methods for correlation analysis (v.0.8.3);2022. [R package].
Bland JM, Altman DG. Multiple significance tests: the Bonferroni method. BMJ. 1995;310:170.
doi: 10.1136/bmj.310.6973.170
Kwiatosz-Muc M, Kotus M, Aftyka A. Personality traits and the sense of self-efficacy among nurse anaesthetists. Multi-centre Questionnaire Survey. Int J Environ Res Public Health. 2021;18:9381.
doi: 10.3390/ijerph18179381
Michalec B, Hafferty FW. Challenging the clinically-situated emotion-deficient version of empathy within medicine and medical education research. Soc Theory Health. 2022;20:306–24.
doi: 10.1057/s41285-021-00174-0
Kim J, Kim S, Byun M. Emotional distancing in nursing: a concept analysis. Nurs Forum. 2020;55:595–602.
doi: 10.1111/nuf.12475
Larsson G, Nilsson S, Hyllengren P, Ohlsson A, Waaler G, Kallenberg K. Stress reactions following acute situations involving moral challenges among health care professionals. Scand J Psychol. 2018;59:177–85.
doi: 10.1111/sjop.12425
Morris KE, Pappas TN. Creating a Medical School Curriculum to teach Empathy. Ann Surg Open. 2021;2:e085.
doi: 10.1097/AS9.0000000000000085
Artino AR, La Rochelle JS, Durning SJ. Second-year medical students’ motivational beliefs, emotions, and achievement. Med Educ. 2010;44:1203–12.
doi: 10.1111/j.1365-2923.2010.03712.x
Artino AR, Hemmer PA, Durning SJ. Using self-regulated learning theory to understand the beliefs, emotions, and behaviors of struggling medical students. Acad Med. 2011;86:35–8.
doi: 10.1097/ACM.0b013e31822a603d
Guntern S, Korpershoek H, van der Werf G. Benefits of personality characteristics and self-efficacy in the perceived academic achievement of medical students. Educ Psychol. 2017;37:733–44.
doi: 10.1080/01443410.2016.1223277
Cuartero N, Tur AM. Emotional intelligence, resilience and personality traits neuroticism and extraversion: predictive capacity in perceived academic efficacy. Nurse Educ Today. 2021;102:104933.
doi: 10.1016/j.nedt.2021.104933
de Vries RE, de Vries A, Feij JA. Sensation seeking, risk-taking, and the HEXACO model of personality. Pers Individ Dif. 2009;47:536–40.
doi: 10.1016/j.paid.2009.05.029
Dyrbye LN, Thomas MR, Shanafelt TD. Medical student distress: causes, consequences, and proposed solutions. Mayo Clin Proc. 2005;80:1613–22.
Appel JM. Engagement without entanglement: a framework for non-sexual patient-physician boundaries. J Med Ethics. 2023;49:383–8.
doi: 10.1136/medethics-2021-107580
Krupp BH. Professional boundaries: safeguarding the physician-patient relationship. In: Bercovitch L, Stoff BK, Perlis CS, Grant-Kels JM, editors. Dermatoethics: Contemporary Ethics and Professionalism in Dermatology. Cham: Springer; 2021. pp. 161–8.
doi: 10.1007/978-3-030-56861-0_17
Tse DCK, Lay JC, Nakamura J. Autonomy matters: experiential and Individual Differences in Chosen and Unchosen Solitary activities from three experience sampling studies. SPSS. 2022;13:946–56.
Yang S-Y, Fu S-H, Wang P-Y, Lin Y-L, Lin P-H. Are the Self-esteem, Self-efficacy, and Interpersonal Interaction of Junior College Students related to the Solitude Capacity? Int J Environ Res Public Health;2020.
Babenko O, Lee A. Ambiguity and uncertainty tolerance and psychological needs of medical students: a cross-sectional survey. Clin Teach. 2022;19:e13523.
doi: 10.1111/tct.13523
Kleppang AL, Steigen AM, Finbråten HS. Explaining variance in self-efficacy among adolescents: the association between mastery experiences, social support, and self-efficacy. BMC Public Health. 2023;23:1665.
doi: 10.1186/s12889-023-16603-w
Ommering BWC, van Blankenstein FM, van Diepen M, Dekker FW. Academic success experiences: promoting Research Motivation and Self-Efficacy beliefs among medical students. Teach Learn Med. 2021;33:423–33.
doi: 10.1080/10401334.2021.1877713
Han PKJ, Klein WMP, Arora NK. Varieties of uncertainty in health care: a conceptual taxonomy. Med Decis Mak. 2011;31:828–38.
doi: 10.1177/0272989X10393976
Nijor S, Rallis G, Lad N, Gokcen E. Patient Safety Issues from Information overload in Electronic Medical records. J Patient Saf. 2022;18:e999–1003.
doi: 10.1097/PTS.0000000000001002
Schreckenbach T, Ochsendorf F, Sterz J, Rüsseler M, Bechstein WO, Bender B, Bechtoldt MN. Emotion recognition and extraversion of medical students interact to predict their empathic communication perceived by simulated patients. BMC Med Educ. 2018;18:237.
doi: 10.1186/s12909-018-1342-8
Walsh S, O’Neill A, Hannigan A, Harmon D. Patient-rated physician empathy and patient satisfaction during pain clinic consultations. Ir J Med Sci. 2019;188:1379–84.
doi: 10.1007/s11845-019-01999-5
Ohm F, Vogel D, Sehner S, Wijnen-Meijer M, Harendza S. Details acquired from medical history and patients’ experience of empathy–two sides of the same coin. BMC Med Educ. 2013;13:67.
doi: 10.1186/1472-6920-13-67
Boissy A, Windover AK, Bokar D, Karafa M, Neuendorf K, Frankel RM, et al. Communication Skills Training for Physicians improves patient satisfaction. J Gen Intern Med. 2016;31:755–61.
doi: 10.1007/s11606-016-3597-2
Sahota GS, Taggar JS. The association between situational judgement test (SJT) scores and professionalism concerns in undergraduate medical education. Med Teach. 2020;42:937–43.
doi: 10.1080/0142159X.2020.1772466
Abbiati M, Cerutti B. Do students’ personality traits change during medical training? A longitudinal cohort study. Adv Health Sci Educ Theory Pract. 2023;28:1079–92.
doi: 10.1007/s10459-023-10205-2
Feldman M, Edwards C, Wong A, Randolph J, Woleben C, Nguyen A, Grossman C. The role for Simulation in Professional Identity formation in medical students. Simul Healthc. 2022;17:e8–13.
doi: 10.1097/SIH.0000000000000583
Wijnen-Meijer M, van der Schaaf M, Booij E, Harendza S, Boscardin C, van Wijngaarden J, ten Cate TJ. An argument-based approach to the validation of UHTRUST: can we measure how recent graduates can be trusted with unfamiliar tasks? Adv Health Sci Educ Theory Pract. 2013;18:1009–27.