Division of Anatomy, College of Medicine, The Ohio State University, Columbus, OH 43210, USA.
Anat Sci Educ. 2012 Sep-Oct;5(5):249-55. doi: 10.1002/ase.1283. Epub 2012 May 31.
Self-efficacy is defined as a person's beliefs in his or her own abilities to successfully complete a task and has been shown to influence student motivation and academic behaviors. More specifically, anatomical self-efficacy is defined as an individual's judgment of his or her ability to successfully complete tasks related to the anatomy curriculum; these include dissecting, learning anatomical concepts, and applying anatomical knowledge to clinical situations. The purpose of this study was to investigate the influence of anatomical self-efficacy on the academic performance of students enrolled in a medical gross anatomy course. To obtain students' anatomical self-efficacy ratings, surveys containing the same anatomical self-efficacy instrument were completed by first-year medical students at a southeastern United States allopathic medical school after each of four gross anatomy assessments. Additional data collected included student demographic information, Medical College Admission Test(®) (MCAT(®)) scores, and anatomy assessment scores, both written examination and laboratory practical. To investigate the potential predictive nature of self-efficacy for academic performance on both the written examination and the laboratory practical components of medical anatomy assessments, hierarchical linear regression analyses were conducted. For these analyses, academic ability (defined as the sum of the physical sciences and biological sciences MCAT scores) was controlled. The results of the hierarchical linear regressions indicated that all four laboratory practical scores were predicted by the corresponding self-efficacy ratings, while two (i.e., thorax/abdomen and pelvis/lower limb) of the four written examination scores were predicted by the corresponding self-efficacy ratings (P ≤ 0.05).
自我效能感是指一个人对自己成功完成任务的能力的信念，它已被证明会影响学生的学习动机和学术行为。更具体地说，解剖自我效能感是指个体对自己成功完成与解剖课程相关任务的能力的判断；这些任务包括解剖、学习解剖概念以及将解剖知识应用于临床情况。本研究旨在调查解剖自我效能感对参加医学大体解剖课程的学生学业成绩的影响。为了获得学生的解剖自我效能感评分，在东南美国的一所传统医学学校的医学生在四次大体解剖评估后完成了包含相同解剖自我效能感工具的调查。收集的其他数据包括学生的人口统计学信息、医学院入学考试（MCAT）分数和解剖评估分数，包括书面考试和实验室实践。为了研究自我效能感对医学解剖评估的书面考试和实验室实践部分的学业成绩的潜在预测性质，进行了层次线性回归分析。在这些分析中，控制了学术能力（定义为物理科学和生物科学 MCAT 分数的总和）。层次线性回归的结果表明，四个实验室实践分数均由相应的自我效能感评分预测，而四个书面考试分数中的两个（即胸/腹部和骨盆/下肢）由相应的自我效能感评分预测（P≤0.05）。
