Psychometric properties of the persian version of the physician teaching self-efficacy questionnaire.

INTRODUCTION: Theories and numerous empirical studies indicate teaching performance and students' learning progress are affected by teaching self-efficacy. Therefore, the present study examines the psychometric properties of the Persian version of the physician teaching self-efficacy questionnaire. METHODS: The 16-item physician teaching self-efficacy questionnaire was translated from English to Persian and back-translated to English and then administered to 242 medical teachers from six medical universities. To assess construct validity, researchers made use of confirmatory factor analysis. To check the reliability and validity of the physician teaching self-efficacy questionnaire, we used internal consistency, discriminant, convergent, and criterion validity. RESULTS: PLS-SEM results substantiated the original three factor structure of the questionnaire which is dyadic, triadic, and self-regulation. For all sub-scales, internal consistency- measured by Cronbach's alpha and composite reliability, convergent validity- measured by factor loading and AVE, and discriminant validity- measured by cross-loading, Fornell-Larcker, and HTMT metrics- confirmed the construct reliability and validity of the questionnaire. A positive correlation was, also, fund between teaching motivation and experience with the physician teaching self-efficacy questionnaire scales, proving the criterion validity of the questionnaire. CONCLUSION: The Persian version of physician teaching self-efficacy questionnaire is a valid, highly reliable, and multidimensional tool to measure physicians' clinical teaching self-efficacy working in medical universities.

Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model.

Recognition of the factors affecting the medical students' academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effects of metacognitive learning strategies and learning-related emotions in the relationship between academic self-efficacy with academic performance in medical students. METHODS: The present study was carried out on 279 students of medicine studying at Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3. RESULTS: The results of structural equation modeling revealed that the students' self-efficacy has an impact on their learning-related emotions and metacognitive learning strategies, and these, in turn, affect the students' academic performance. Moreover, learning-related emotions influence the metacognitive learning strategies, which in turn mediate the effect of emotions on academic performance. DISCUSSION: The results of this study revealed that metacognitive strategies and learning-related emotions could play a mediating role in the relationship between students' self-efficacy and academic performance.

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

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 (ß=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.

The Role of Academic Self-Efficacy in Improving Students' Metacognitive Learning Strategies.

INTRODUCTION: Metacognitive strategies play an essential role in students' learning and achievement; therefore, identifying their antecedents should be considered. This study indicated how self-efficacy, as motivational beliefs, affects the meta-cognitive strategies of medical students using a SEM approach. METHOD: The present study was a quantitative cross-sectional research design, using a Smart-PLS 3 approach in which 225 medical students at Shiraz University of Medical Sciences were selected, using simple random sampling. Pintrich and De Groot's (1990) students' self-efficacy for learning and performance questionnaire and metacognitive learning strategies questionnaire developed by Dowson and McInerney (2004) were used to collect data. The collected data were analyzed using SPSS 21 and PLS 3 software. RESULTS: The validity and reliability of research questionnaires were confirmed by confirmatory factor analysis. The results showed self-efficacy had a positive and significant relationship with planning (r=0.24, p<0.001), monitoring (r=0.30, p<0.001) and regulating (r=0.31, p<0.001). Furthermore, self-efficacy had direct, positive and statistically significant effect on metacognitive learning strategies (ß=0.42, p<0.001). CONCLUSION: The findings suggest students who believe they are capable to learn and to do their academic tasks are more effective in adopting meta-cognitive strategies to achieve learning objectives than students who do not maintain such optimistic beliefs. Therefore, it is recommended that the officials of Shiraz University of Medical Sciences provide opportunities for strengthening the students' self-efficacy and metacognitive learning strategies through providing training courses. In these courses students should be explicitly instructed how a specific learning strategy is adopted, why it is important and when and how it applies to the specific task.