Autoeficácia e bem-estar subjetivo de estudantes de Medicina: associações com o desempenho acadêmico em avaliação externa

Abstract

Studies on self-efficacy in the academic context have been shown to be relevant for implementing actions aimed at improving the teaching and learning process, since such a construct has been related to motivational factors and academic performance. Emotional factors are also described as sources of self-efficacy. In medical education, given the requirements of comprehensive training and the development of various skills, performance analysis according to national and international assessment standards is relevant. Thus, the study aimed to present the current state of research and the main factors that impact self-efficacy in medical education, in addition to verifying possible correlations between academic self-efficacy, subjective well-being and the performance of medical students in the Progress Test. To this end, two studies were carried out: in the first, a systematic review of the literature using the PRISMA method from the last five years, with the combined descriptors: “self-efficacy” and “medicine”, in 05 databases, in Portuguese, Spanish and English. We selected 20 studies distributed in 13 countries (90% articles and 10% dissertations; 90% research reports and 10% theoretical studies). The main topics covered were categorized into five groups and, from the results, it can be concluded that the studies are in agreement in qualifying self-efficacy as an important construct to be observed in medical education, indicating a positive correlation with good emotional status, development of learning strategies and performance, in addition to pointing out its association with the type of feedback received by students. As for the teaching methodology, it was not possible to confirm which method is more favorable to increase self-efficacy and performance. The second was a correlational research, with a quantitative approach and descriptive modality, with the participation of 139 medical students from the 3rd to the 12th term of a university in the interior of São Paulo. The Higher Education Self-Efficacy Scale (AEFS), Subjective School Wellbeing Scale (EBESE) and sociodemographic questionnaire were applied. The PT results were obtained from the institution. The data were submitted to statistical analysis using the SPSS Software, chi-square test, Pearson analysis, linear regression, as well as a path analysis using MPlus software. The results indicated significant correlations between the AEFS and BES, showing satisfaction with the school and the positive affections positive association with all dimensions of self-efficacy. Higher levels of negative affect were related to lower levels of satisfaction with the school and lower levels of self-efficacy. As for performance, a positive predictive relationship was verified with the Progress Test. Regarding self-efficacy, the study was not conclusive for its relationship with performance. The study concludes by the importance of emotional aspects and feelings of satisfaction in the academic environment for the formation of self-efficacy beliefs and for academic performance, and actions to increase positive experiences in the school context should be encouraged.