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The relation between teaching-related self-efficacy and general job-related well-being – a cross-sectional study among young physicians

Year: 2025

Type: article

Abstract: Objective: The development of didactic skills plays a relatively subordinate role in medical training. However, teaching makes a central contribution to the training of young physicians and is an important part of the profession. In the present study, we therefore examine the question of how physicians' teaching-related self-efficacy is related to aspects of their general job-related well-being. This construct is measured via the three components job satisfaction, job motivation and emotional exhaustion. From the results, we derive starting points for measures to increase the teaching-related self-efficacy of lecturers and the quality of teaching in clinical settings in the future. Method: -test a possible difference in teaching-related self-efficacy between physicians who had received didactic training prior to our training vs. those who had not. Results: =0.008). Conclusion: The teaching-related self-efficacy of physicians teaching at university correlated closely with the aspects of job satisfaction and job motivation, but not with emotional exhaustion. These findings offer starting points for interventional studies to investigate causal relationships that foster approaches to promote physicians' teaching-related self-efficacy.

Source: PubMed

DOI: 10.3205/zma001777

Authors: Kiver, Benjamin, Berberat, Pascal O., Gartmeier, Martin

Institution: Technical University of Munich

Language: English

Topic: Innovations in Medical Education

Subfield: Public Health, Environmental and Occupational Health

Field: Medicine

Domain: Health Sciences

SDGs: Quality education, Good health and well-being

Open Access status: green

OpenAlex ID: W4415312181