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      Relationship between research self-efficacy and evidence-based practice in the medical students

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          BACKGROUND:

          Due to the rapid advancement of medical knowledge, promotion in research is necessary to have the best clinical practice. Research Self-efficacy (RSE) is the researcher's confidence in their ability to conduct a specific study. The Evidence-Based Practice (EBP) represents how to improve the quality of care and treatment of patients. RSE and EBP are the cornerstones of successful research and then efficacious medical practice. This study aims to evaluate RSE and acceptance of EBP and their correlation among medical students.

          MATERIALS AND MEHODS:

          This is a cross-sectional study designed on 600 clinical students at the medical school of Shiraz, using a census method in 2020. Students were invited to fill out the standardized Phillips and Russell's questionnaires about RSE (4 domains, 33 questions) and Rubin and Parrish's questionnaire of EBP (10 questions). The gathered data were analyzed through the SPSS at α = 0.05 using descriptive statistics, t-test, Chi-square, and multiple linear regressions.

          RESULTS:

          There was a positive correlation between EBP and RSE score ( P < 0.05). The results of linear regression test showed that all variables had a significant effect on our response variables and their effect were significant ( P < 0.05). The highest mean score in RSE was shown in the subscale of writing skills (52.54). The lowest score was observed in the subscale of quantitative (student's subjective assessment of their ability to work with statistically related data and formulas) as well as computer skills (35.61).

          CONCLUSIONS:

          Students who participated in a research project, workshop, or Master of Public Health program got a higher RSE and EBP. Due to the positive correlation between RSE and EBP, we conclude that trained physicians who can research independently and use research evidence can find the best treatment approach for patients. These finding support the importance of integrating research education in medical curriculum to increase RSE and finally improvement of EBP among medical students.

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          Psychological correlates of university students' academic performance: a systematic review and meta-analysis.

          Michelle Richardson, Charles Abraham, Rod Bond (2012)
          A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.
          Article 0 comments Cited 643 times – based on 0 reviews     Review now
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            Making research relevant: if it is an evidence-based practice, where's the practice-based evidence?

            L Green (2008)
            The usual search for explanations and solutions for the research-practice gap tends to analyze ways to communicate evidence-based practice guidelines to practitioners more efficiently and effectively from the end of a scientific pipeline. This examination of the pipeline looks upstream for ways in which the research itself is rendered increasingly irrelevant to the circumstances of practice by the process of vetting the research before it can qualify for inclusion in systematic reviews and the practice guidelines derived from them. It suggests a 'fallacy of the pipeline' implicit in one-way conceptualizations of translation, dissemination and delivery of research to practitioners. Secondly, it identifies a 'fallacy of the empty vessel' implicit in the assumptions underlying common characterizations of the practitioner as a recipient of evidence-based guidelines. Remedies are proposed that put emphasis on participatory approaches and more practice-based production of the research and more attention to external validity in the peer review, funding, publication and systematic reviews of research in producing evidence-based guidelines.
            Article 0 comments Cited 166 times – based on 0 reviews     Review now
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              Medical Student Mental Health 3.0: Improving Student Wellness Through Curricular Changes

              Stuart Slavin, Debra L Schindler, John Chibnall (2014)
              Medical education can have significant negative effects on the well-being of medical students. To date, efforts to improve student mental health have focused largely on improving access to mental health providers, reducing the stigma and other barriers to mental health treatment, and implementing ancillary wellness programs. Still, new and innovative models that build on these efforts by directly addressing the root causes of stress that lie within the curriculum itself are needed to properly promote student wellness. In this article, the authors present a new paradigm for improving medical student mental health, by describing an integrated, multifaceted, preclinical curricular change program implemented through the Office of Curricular Affairs at the Saint Louis University School of Medicine starting in the 2009–2010 academic year. The authors found that significant but efficient changes to course content, contact hours, scheduling, grading, electives, learning communities, and required resilience/mindfulness experiences were associated with significantly lower levels of depression symptoms, anxiety symptoms, and stress, and significantly higher levels of community cohesion, in medical students who participated in the expanded wellness program compared with those who preceded its implementation. The authors discuss the utility and relevance of such curricular changes as an overlooked component of change models for improving medical student mental health.
              Article 0 comments Cited 140 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Journal ID (nlm-ta): J Educ Health Promot
                Journal ID (iso-abbrev): J Educ Health Promot
                Journal ID (publisher-id): JEHP
                Title: Journal of Education and Health Promotion
                Publisher: Wolters Kluwer - Medknow (India )
                ISSN (Print): 2277-9531
                ISSN (Electronic): 2319-6440
                Publication date Collection: 2022
                Publication date (Electronic): 29 July 2022
                Volume: 11
                Electronic Location Identifier: 221
                Affiliations
                [1] Department of MPH, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
                [1 ] MD, MPH, PhD Associate Professor of Epidemiology, Shiraz University of Medical Sciences Shiraz, Iran
                [2 ] Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
                [3 ] Research Center for Traditional Medicine and History of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
                Author notes
                Address for correspondence: Dr. Alireza Salehi, MD, MPH, PhD Associate Professor of Epidemiology Department of MPH, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran. E-mail: salehialireza45@ 123456yahoo.com
                Article
                Publisher ID: JEHP-11-221
                DOI: 10.4103/jehp.jehp_1233_21
                PMC ID: 9514302
                PubMed ID: 36177414
                SO-VID: b3d3c592-d106-485b-9b41-673fbc9257de
                Copyright © Copyright: © 2022 Journal of Education and Health Promotion
                License:

                This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms.

                History
                Date received : 19 August 2021
                Date accepted : 23 October 2021
                Categories
                Subject: Original Article

                Keywords: evidence-based medicine,evidence-based practice,medical students,research,self-efficacy
                Data availability:
                Keywords: evidence-based medicine, evidence-based practice, medical students, research, self-efficacy

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