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HAYAT, ALIASGHAR, SHATERI, KARIM, KAMALIAN FARD, SEPIDEH, SABZI SHAHR BABAK, ELNAZ, FARAJI DEHSORKHI, HATAM, KESHAVARZI, MOHAMMAD HASAN, KALANTARI, KIMIYA, SHERAFAT, ALIREZA, GHASEMTABAR, SEYED ABDOLLAH. (1401). Teaching self-efficacy and its effects on quality of bedside teaching: Findings from a multi-center survey. سامانه مدیریت نشریات علمی, 10(2), 105-112. doi: 10.30476/jamp.2021.91264.1438
ALIASGHAR HAYAT; KARIM SHATERI; SEPIDEH KAMALIAN FARD; ELNAZ SABZI SHAHR BABAK; HATAM FARAJI DEHSORKHI; MOHAMMAD HASAN KESHAVARZI; KIMIYA KALANTARI; ALIREZA SHERAFAT; SEYED ABDOLLAH GHASEMTABAR. "Teaching self-efficacy and its effects on quality of bedside teaching: Findings from a multi-center survey". سامانه مدیریت نشریات علمی, 10, 2, 1401, 105-112. doi: 10.30476/jamp.2021.91264.1438
HAYAT, ALIASGHAR, SHATERI, KARIM, KAMALIAN FARD, SEPIDEH, SABZI SHAHR BABAK, ELNAZ, FARAJI DEHSORKHI, HATAM, KESHAVARZI, MOHAMMAD HASAN, KALANTARI, KIMIYA, SHERAFAT, ALIREZA, GHASEMTABAR, SEYED ABDOLLAH. (1401). 'Teaching self-efficacy and its effects on quality of bedside teaching: Findings from a multi-center survey', سامانه مدیریت نشریات علمی, 10(2), pp. 105-112. doi: 10.30476/jamp.2021.91264.1438
HAYAT, ALIASGHAR, SHATERI, KARIM, KAMALIAN FARD, SEPIDEH, SABZI SHAHR BABAK, ELNAZ, FARAJI DEHSORKHI, HATAM, KESHAVARZI, MOHAMMAD HASAN, KALANTARI, KIMIYA, SHERAFAT, ALIREZA, GHASEMTABAR, SEYED ABDOLLAH. Teaching self-efficacy and its effects on quality of bedside teaching: Findings from a multi-center survey. سامانه مدیریت نشریات علمی, 1401; 10(2): 105-112. doi: 10.30476/jamp.2021.91264.1438

Teaching self-efficacy and its effects on quality of bedside teaching: Findings from a multi-center survey

Journal of Advances in Medical Education & Professionalism
دوره 10، شماره 2، تیر 2022، صفحه 105-112    اصل مقاله (626.09 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30476/jamp.2021.91264.1438
نویسندگان
ALIASGHAR HAYAT1؛ KARIM SHATERI* 2؛ SEPIDEH KAMALIAN FARD3؛ ELNAZ SABZI SHAHR BABAK3؛ HATAM FARAJI DEHSORKHI4؛ MOHAMMAD HASAN KESHAVARZI* 1؛ KIMIYA KALANTARI5؛ ALIREZA SHERAFAT6؛ SEYED ABDOLLAH GHASEMTABAR7
1Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
2Department of Primary Education, Abdanan Center, Islamic Azad University, Abdanan, Iran
3Shiraz University of Medical Sciences, Shiraz, Iran.
4State Management Training Center, Tehran, Iran
5Isfahan University of Medical Sciences, Isfahan, Iran
6School of Medicine, University of Central Lancashire, Preston, England
7Department of Educational Technology, Kharazmi University, Tehran, Iran
چکیده
Introduction: Evidence suggests that the performance of medical students is affected by the quality of teaching of clinical teachers, and the higher teachers’ teaching quality leads to better students’
clinical performance. Hence, the present research aimed to investigate the association between teaching self-efficacy and quality of bedside teaching among medical teachers.
Methods: This is a cross-sectional study. To this end, 242 medical teachers and 830 medical students from 6 universities in different cities were selected using convenience sampling. The medical
teachers filled out Physician Teaching Self-Efficacy Questionnaire (α=0.93), and medical students completed the quality of bedside teaching questionnaire (BST) (α=0.91). Confirmatory factor
analysis (CFA), Pearson correlation coefficient, and multiple regression were used to analyze the collected data through SPSS 23 and Smart-PLS3 software.
Results: The results of confirmatory factor analysis (CFA) demonstrated that all items and measurement models had adequate reliability and validity to enter the final analysis (α>0.7,
CR>0.7 AND AVE>0.50). Furthermore, the results showed teaching self-efficacy (r=0.27, p <0.001) and its components including self-regulation (r=0.24, p <0.001), dyadic regulation
(r=0.22, p <0.001), and triadic regulation (r=0.33, p <0.001) had a positive and significant relationship with quality of bedside teaching. Also, the results of multiple regression revealed that
among the predictor variables, only the triadic regulation variable could predict the quality of bedside teaching of medical teachers (β=0.326, p <0.001).
Conclusion: According to the findings, as the medical teachers’ teaching self-efficacy improves, they can provide high-quality teaching to students, which in turn will lead to better learning and, therefore better performance for medical students.
کلیدواژه‌ها
Teaching؛ Self efficacy؛ Medical students
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