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. 2012 Jun;87(6):767-75.
doi: 10.1097/ACM.0b013e318253dcdb.

Medical student self-efficacy with family-centered care during bedside rounds

Henry N Young  1 , Jayna B Schumacher, Megan A Moreno, Roger L Brown, Ted D Sigrest, Gwen K McIntosh, Daniel J Schumacher, Michelle M Kelly, Elizabeth D Cox
Affiliations

Medical student self-efficacy with family-centered care during bedside rounds

Henry N Young et al. Acad Med. 2012 Jun.

Abstract

Purpose: Factors that support self-efficacy in family-centered care (FCC) must be understood in order to foster FCC in trainees. Using social cognitive theory, the authors examined (1) how three supportive experiences (observing role models, practicing for mastery, and receiving feedback) influence self-efficacy with FCC during rounds and (2) whether the influence of these supportive experiences was mediated by self-efficacy with three key FCC tasks (relationship building, information exchange, and decision making).

Method: Researchers surveyed third-year students during pediatric clerkship rotations during the 2008-2011 academic years. Surveys assessed supportive experiences and students' self-efficacy both with FCC during rounds and with key FCC tasks. Researchers constructed measurement models via exploratory and confirmatory factor analyses. Composite indicator structural equation models evaluated whether supportive experiences influenced self-efficacy with FCC during rounds and whether self-efficacy with key FCC tasks mediated any such influences.

Results: Of 184 eligible students, 172 (93%) completed preclerkship surveys. Observing role models and practicing for mastery supported self-efficacy with FCC during rounds (each P < .01), whereas receiving feedback did not. Self-efficacy with two specific FCC tasks-relationship building and decision making (each P < .05)-mediated the effects of these two supportive experiences on self-efficacy with FCC during rounds.

Conclusions: Both observing role models and practicing for mastery foster students' self-efficacy with FCC during rounds, operating through self-efficacy with key FCC tasks. Results suggest the importance both of helping students gain self-efficacy in key FCC tasks before rounds and of helping educators implement supportive experiences during rounds.

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Figures

Figure 1
Figure 1
Unstandardized Path Coefficientsa for the Mediation of the Influences of Supportive Experiences on Self-efficacy with Family-Centered Care (FCC) during Rounds by Self-efficacy with Key FCC Tasks aFor ease of reading, Figure 1 displays model results for the two outcomes of interest separately and omits indicator items, error terms, correlations between latent constructs, and the nonsignificant direct influences of supportive experiences on self-efficacy with FCC during rounds. Parameter estimates for all terms in the model are available from the authors. Bolded paths are significant (*p<0.05; **p<0.001).
Figure 1
Figure 1
Unstandardized Path Coefficientsa for the Mediation of the Influences of Supportive Experiences on Self-efficacy with Family-Centered Care (FCC) during Rounds by Self-efficacy with Key FCC Tasks aFor ease of reading, Figure 1 displays model results for the two outcomes of interest separately and omits indicator items, error terms, correlations between latent constructs, and the nonsignificant direct influences of supportive experiences on self-efficacy with FCC during rounds. Parameter estimates for all terms in the model are available from the authors. Bolded paths are significant (*p<0.05; **p<0.001).
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