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COMPETENCY-BASED EDUCATION AND ACADEMIC SELF-EFFICACY IN HEALTH: A SYSTEMATIC REVIEW WITH META-ANALYSIS

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DOI:

https://doi.org/10.1590/SciELOPreprints.7891

Keywords:

self-efficacy, competency-based education, students, health occupations

Abstract

Evaluate with lexicographic analysis and meta-analysis the existing scientific evidence, in quantitative studies, on the relationship between academic self-efficacy and competency-based education in the Health Sciences. Searches were conducted in four databases: Public Medline or Publisher Medline National Library of Medicine (PubMed); Education Resources Information Center (ERIC); American Psychological Association PsycNet Advanced Search (APA PsycNet) and the Virtual Health Library (VHL) covering the Scientific Electronic Library Online (SCIELO) and the Latin American and Caribbean Literature on Health Sciences (LILACS). The risk of bias was assessed by two Joanna Briggs Institute (JBI) instruments, specific for assessment of cross-sectional analytical (total = 6) or quasi-experimental (total = 13) studies. Nineteen articles were included, with the agreement of selection by the judges considered perfect by Cohen's Kappa (k = 0.837, p < 0.001). The total selection determined 3938 participants, predominantly undergraduate students of nursing courses 50%, physiotherapy 19.2%, medicine 15.4% and others 15.4%. The meta-analysis was carried out with studies (total = 9) that presented continuous type statistical technique for comparison, presence of mean and standard deviation and organized into three different groups, being, "intervention versus control" (n=3), "intervention versus traditional" (n=2) and the "pre and post-intervention assessment group" (n=4). Considering only the “pre and post-intervention assessment group”, a large effect size was found on students' self-efficacy after the competency-based interventions. The observational cross-sectional studies confirmed adequate measurement of academic self-efficacy in the proposed activities after the application and validation of the scales.

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Author Biographies

Rebeca Carvalho Bressa, Universidade do Oeste Paulista

Graduated in Medical Sciences from the Federal University of Amazonas (2001). Residency in Clinical Medicine at the Federal University of Ceará (2004). Residency in Hematology and Hemotherapy at Santa Casa de São Paulo (2006). Title of specialist in Hematology and Hemotherapy by the Brazilian Society of Hematology and Hemotherapy (2006). Preceptor of the Medical Clinic Residency at the Hospital Regional de Presidente Prudente since 2009. She is currently a professor of the Medical Practice Program (Semiology) and Hematology at the Universidade do Oeste Paulista. He has experience in the field of Medicine, with an emphasis on Hematology and Hemotherapy. In April 2018, he completed a Master's degree in Education at the Universidade do Oeste Paulista (Unoeste). Since April 2020, he has been studying for a doctorate in Education at Unoeste.

José Antonio Nascimento Bressa, Universidade do Oeste Paulista

Graduated in Medical Sciences from the Catanduva Medical School (2000). Residency in Internal Medicine at the University of Mogi das Cruzes (2003). Residency in Hematology and Hemotherapy at Santa Casa de Misericórdia de São Paulo (2005). Specialist in Hematology and Hemotherapy by the Brazilian Society of Hematology and Hemotherapy (2006). He is currently a professor of the following subjects: Medical Practice Program (Semiology and Propaedeutics) and Hematology at the Universidade do Oeste Paulista (UNOESTE). He has been a preceptor for the Clinical Medicine Residency at the Presidente Prudente Regional Hospital since 2009. He has experience in Medicine, with an emphasis on Hematology and Hemotherapy. He completed his Master's Degree in Education at UNOESTE in April 2018.

 

Carmem Silvia Lima Fluminhan, Universidade Estadual Paulista (Unesp)

PhD student in Education at Universidade Estadual Paulista (Unesp) since 2020, sandwich doctorate at the Open University in the United Kingdom in 2023, Master in Education at Universidade do Oeste Paulista (2017), a specialist in Teaching and Learning Assessment at Universidade do Oeste Paulista (2013), a degree in Pedagogy from Centro Universitário de Araras Dr. Edmundo Ulson (2019), bachelor's degree in Translation and Interpretation from Faculdade Ibero-Americano de Letras e Ciências Humanas (1991), a degree in English/Portuguese from Faculdade Ibero-Americano de Letras e Ciências Humanas (1991). Edmundo Ulson (2019), BA in Translation and Interpreting from the Ibero-American College of Letters and Human Sciences (1991), BA in Letters - English/Portuguese from the Ibero-American College of Letters and Human Sciences (1991), member of research groups at the Universidade Estadual Paulista Júlio de Mesquita Filho and the Universidade do Oeste Paulista. She has been a member of the Editorial Board of Revista Formação - FCT-UNESP in Presidente Prudente-SP since 2018. She has international certification (CPE) at C2 level from the University of Cambridge (1996). She has experience as an English language teacher in private foreign language schools and in higher education institutions, an interpreter for speakers at academic events, translator and proofreader of scientific texts in English and Portuguese. English Speaking Examiner for the Cambridge English CAE, FCE, PET, KEY, and YOUNG LEARNERS exams from 2015 to 2021. She is currently a CAPES Fellow in the Postgraduate Program in Education at Universidade Estadual Paulista (Unesp). She has experience in the area of Education, with an emphasis on English language teaching, working mainly in the area of Education.

 

Camélia Santina Murgo, Universidade do Oeste Paulista

She has a bachelor's degree in Psychology, a master's degree in School Psychology, and a master's degree in Psychology, Science, and Profession from the Pontifical Catholic University of Campinas. Post-doctorate in Psychological Assessment from the University of São Francisco. Post-doctorate in Health Education from the University of Lisbon. He teaches Psychology and Medicine at the Universidade do Oeste Paulista. Full Professor and Coordinator of the Postgraduate Program - Master's and Doctorate in Education - at the Universidade do Oeste Paulista. Leader of the Research Group Studies on Processes of Subjectivity in the School Context (CNPq). Member of the Creativity Assessment and Positive Psychology WG of the National Association for Research in Psychology (ANPEPP). She has experience in School Psychology, Psychological Assessment, and Professional Orientation, focusing mainly on the following subjects: psychological tests, psychological assessment, positive psychology in educational contexts, self-efficacy, and subjective well-being of teachers and students.

 

Posted

01/15/2024

How to Cite

Bressa, R. C., Bressa, J. A. N., Fluminhan, C. S. L., & Murgo, C. S. (2024). COMPETENCY-BASED EDUCATION AND ACADEMIC SELF-EFFICACY IN HEALTH: A SYSTEMATIC REVIEW WITH META-ANALYSIS. In SciELO Preprints. https://doi.org/10.1590/SciELOPreprints.7891

Section

Human Sciences

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