The effects of lesson design on improving self-efficacy in clinical evaluation practices

Abstract

During training, students recognize the difficulty of dealing with subjects and instructors and acknowledge the need to develop skills to manage responses beforehand. This study focused on self-efficacy as a factor that enables flexible coping behavior. A lesson was designed to improve self-efficacy in clinical evaluation practices, and its effects were examined. Participation modeling and self-instruction scenarios were used, and the actions needed to meet the lesson objectives were displayed so that they could be implemented by the students. The results show that the lesson affected “the feeling of efficacy in understanding and assisting those surveyed” and “the feeling of efficacy in maintaining the relationship with instructors.” Furthermore, the students became most confident in coping with a clinical evaluation practice in the final lesson. This suggests that the lesson designed in this study improves students’ self-efficacy in clinical evaluation practice.