Verificação da eficácia de um programa para o desenvolvimento da autoeficácia e autorregulação em estudantes de medicina

Abstract

The study is linked to the research line: "Training and Action of the Teaching Professional and Educational Practices" and to the research group "Construction of Subjectivity Processes in the School Context," of the Graduate Program in Education at Unoeste. Self-efficacy (SE) and Self-regulation (SR) play an important role in the implementation of effective learning. In this sense, the study sought to construct and verify the effectiveness of a program for the development of SE and SR in medical students. To this end, four studies were developed. In the first, a systematic literature review was conducted to identify the factors that impact SE in medical education, using the following databases: Virtual Health Library (VHL), Public Medline (PubMed), Brazilian Digital Library of Theses and Dissertations (BDTD), and CAPES Portal, covering the period from 2015 to 2020, resulting in twenty selected studies. It was concluded that SE is essential for the development of effective learning, and is associated with good emotional state, the development of teaching/learning strategies, and performance. In the second study, aiming to identify which SR factors are involved in medical education, a systematic literature review was performed using the databases: VHL, PubMed, CAPES Portal, and ERIC, covering the period from 2013 to 2023, resulting in the inclusion of twenty-two articles. The results indicated an association between SR and SE, intrinsic motivation, mastery goals, the use of cognitive and metacognitive strategies, and the use of co-regulatory networks, concluding that the promotion of SR is relevant in medical education. The third article aimed to evaluate the feasibility of a program for the development of SE and SR, construct the program, and partially apply it as a pilot study. The feasibility was confirmed by the criteria: acceptability, demand, implementation, adaptation, integration, practicality, expansion, and limited tests of efficacy. The program was built with eight sessions for application over one academic semester. The pilot study was applied to two groups of 12 students, each developing two sessions. The results demonstrated ease of participation, satisfaction, and appropriate timing, concluding that the program was feasible, appropriate, and operational. The fourth study, an intervention research, evaluated the effectiveness of the program constructed in study 3, named “Programa Elevare.” Fifty students participated, divided into two groups (experimental and control). The Self-Efficacy in Higher Education Scale and the Self-Regulation of Learning Processes Inventory were used, applied at pre-test, post-test, and follow-up in both groups. The experimental group also completed the session evaluation forms and the program evaluation questionnaire. The psychometric analysis demonstrated that the program was effective with a significant impact on the experimental group, especially in the dimensions of Academic Self-Efficacy, Self-Efficacy in Social Interaction, Self-Efficacy in Proactive Actions, and Self-Regulation, with significant differences over time, maintained up to 6 months after the end of the intervention (follow-up). Ultimately, it was concluded that the program was effective in promoting the improvement of levels of SE and SR in medical students.