Opacic Deborah A
Department of Physician Assistant, Rangos School of Health Sciences, Duquesne University, Pittsburgh, Pennsylvania 15282, USA.
J Allied Health. 2003 Fall;32(3):158-66.
The purpose of this study was to investigate the predictive relationship between student self-efficacy beliefs, achievement expectations, perceived outcome values, and subsequent clinical performance. The study investigated whether measures of self-efficacy, measures of achievement expectancy, or measures of perceived task value (relevance) correlated significantly with physician assistant clinical performance; also, it investigated whether utilizing both noncognitive criteria and cognitive criteria will improve upon the predictability of physician assistant clinical performance. The independent variables include grade point average, previous health care experience, self-efficacy, values, and outcome expectations. The research population comprised a group of approximately 300 students attending the 14 accredited programs within Pennsylvania who, at the time of the surveys, were beginning the clinical year of their professional education. Data collection methods included surveys and quantitative data sources. The data were subjected to multivariate statistical methods including multiple regression and discriminate analysis. The analysis included both correlation and regression to predict clinical performance from the noncognitive and cognitive variables. The results reveal that self-efficacy, and not just academic performance, is a significant predictor of a student's clinical performance. Utilizing both noncognitive and cognitive variables can improve upon the predictability of the student physician assistant's clinical performance.
本研究的目的是调查学生自我效能信念、成就期望、感知结果价值与后续临床成绩之间的预测关系。该研究调查了自我效能测量、成就期望测量或感知任务价值（相关性）测量是否与医师助理临床成绩显著相关；此外，还调查了同时使用非认知标准和认知标准是否会提高医师助理临床成绩的可预测性。自变量包括平均绩点、先前的医疗保健经验、自我效能、价值观和结果期望。研究人群包括宾夕法尼亚州14个认证项目中的约300名学生，在调查时，他们正开始专业教育的临床学年。数据收集方法包括调查和定量数据源。数据采用多元统计方法，包括多元回归和判别分析。分析包括相关性和回归，以从非认知和认知变量预测临床成绩。结果显示，自我效能而非仅仅学术成绩是学生临床成绩的重要预测指标。同时使用非认知和认知变量可以提高学生医师助理临床成绩的可预测性。
