Investigações sobre autoeficácia no contexto do ensino de graduação em fisioterapia

Abstract

Self-efficacy, an individual's confidence, in their own abilities, is a prerequisite for competent actions, so that educational interventions need to facilitate their development. Few studies investigate the role of self-efficacy in the formation of the physiotherapist. This dissertation investigated, in two steps, the development of self- efficacy during the learning process, and its role in test conditions in the context of school graduation. The first step examined stress, anxiety and the performance during the Objective Structured Clinical exam (OSCE), and its relationship with self-efficacy in 32 students along the third period graduation. Were measured the Salivary Cortisol levels, self-reported anxiety, OSCE scores, and the level of auto efficacy. Pearson correlation coefficient was calculated from variables (ɑ = 0.05) The analysis of semi-structured interviews explored emergent themes in the students' personal perspectives. The data showed a high proportion of students with a high level of transient anxiety (37.5%) and stable (65.6%) anxiety. The Cortisol was not associated with transient or stable anxiety (p> 0.05). And stress and anxiety were not correlated with the scores of the OSCE. A moderated direct correlation was found between the self–efficacy scores and OSCE (r= 0,475,p= 0,007).The thematic analysis suggested that the sense of self-confidence reassured students. The second step investigated the auto efficacy in relation to theoretical concepts of motor learning among 128 participants separated into four groups: professionals of physiotherapy and students from the first, third and tenth periods of the course of physiotherapy. It was used the Physical Therapist’s Perceptions of Motor Learning (Part A: Part B and basic: expert) that was translated and adapted to Brazil. The results were used to elaborate the motor learning course for students of the third period. The theoretical content was organized based on a conceptual scheme for the application of motor learning principles in rehabilitation. It was developed an active methodology of experiential learning, in which students chose a motor skill to be acquired along 10 weeks. In this way, students tested the practical implementation of the theoretical concepts. The self-efficacy questionnaire was reapplied to students that would be completing the course after the final exam. The Kruskal-Wallis, Mann-Whitney test and Spearman Rank correlation were used to analyze the results of self-efficacy between groups and the association between self-efficacy and academic performance for students in the third period. The analysis of the contents revealed how students relate practical experience to theory and suggested the use of the applying form of the structured principles of motor learning to the program of self-training skills. At the end of the course, the self-efficacy of graduating students was higher than the other students (p= 0.00) and professionals (Part A and Part B: p<0.00). A positive correlation was found (part A:rho= 0.49, p= 0.01; part B:rho= 0.44,p= 0.02) between self-efficacy and academic performance. In general, the result of the two studies indicated that self-efficacy enables the performance in stressful situations and can be developed with structured teaching practice. Further studies on self-efficacy and developed methodologies are important to improve teaching and clinical activity.