Medical student self-efficacy, knowledge and communication in adolescent medicine
dc.contributor.author | Woods, Jennifer L. | |
dc.contributor.author | Pasold, Tracie L. | |
dc.contributor.author | Boateng, Beatrice A. | |
dc.contributor.author | Hensel, Devon J. | |
dc.contributor.department | Department of Pediatrics, School of Medicine | en_US |
dc.date.accessioned | 2015-10-30T14:04:58Z | |
dc.date.available | 2015-10-30T14:04:58Z | |
dc.date.issued | 2014-08-20 | |
dc.description.abstract | Objectives To evaluate student self-efficacy, knowledge and communication with teen issues and learning activities. Methods Data were collected during the 8-week pediatric rotation for third–year medical students at a local children’s hospital. Students completed a self-efficacy instrument at the beginning and end of the rotation; knowledge and communication skills were evaluated during standardized patient cases as part of the objective structured clinical examination. Self-efficacy, knowledge and communication frequencies were described with descriptive statistics; differences between groups were also evaluated utilizing two-sample t-tests. Results Self-efficacy levels of both groups increased by the end of the pediatric rotation, but students in the two-lecture group displayed significantly higher self-efficacy in confidentiality with adolescents (t(35)=-2.543, p=0.02); interviewing adolescents, assessing risk, sexually transmitted infection risk and prevention counseling, contraception counseling were higher with marginal significance. No significant differences were found between groups for communication; assessing sexually transmitted infection risk was marginally significant for knowledge application during the clinical exam. Conclusions Medical student self-efficacy appears to change over time with effects from different learning methods; this higher self-efficacy may increase future comfort and willingness to work with this high-risk, high-needs group throughout a medical career. | en_US |
dc.identifier.citation | Woods, J. L., Pasold, T. L., Boateng, B. A., & Hensel, D. J. (2014). Medical student self-efficacy, knowledge and communication in adolescent medicine. International Journal of Medical Education, 5, 165–172. http://doi.org/10.5116/ijme.53d3.7b30 | en_US |
dc.identifier.issn | 2042 - 6372 | en_US |
dc.identifier.uri | https://hdl.handle.net/1805/7300 | |
dc.language.iso | en_US | en_US |
dc.publisher | IJME | en_US |
dc.relation.isversionof | 10.5116/ijme.53d3.7b30 | en_US |
dc.relation.journal | International Journal of Medical Education | en_US |
dc.rights | Attribution 3.0 United States | |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/us/ | |
dc.source | PMC | en_US |
dc.subject | Medical student | en_US |
dc.subject | adolescent medicine | en_US |
dc.subject | standardized patients | en_US |
dc.subject | self-efficacy | en_US |
dc.subject | medical student self-efficacy | en_US |
dc.subject | knowledge and communication in adolescent medicine | en_US |
dc.title | Medical student self-efficacy, knowledge and communication in adolescent medicine | en_US |
dc.type | Article | en_US |