TY - JOUR T1 - Medical student self-efficacy, knowledge and communication in adolescent medicine AU - Woods, J.L. AU - Pasold, T.L. AU - Boateng, B.A. AU - Hensel, D.J. KW - medical student KW - adolescent medicine KW - standardized patients KW - self-efficacy KW - medical student self-efficacy KW - knowledge and communication in adolescent medicine PY - 2014/08/20 Y1 - 2014/07/26 VL - 5 N1 - doi: 10.5116/ijme.53d3.7b30 DO - 10.5116/ijme.53d3.7b30 M3 - doi: 10.5116/ijme.53d3.7b30 JO - Int J Med Educ SP - 165 EP - 172 PB - IJME SN - 2042-6372 UR - http://www.ijme.net/archive/5/adolescent-medicine-and-medical-student-learning/ L1 - http://www.ijme.net/archive/5/adolescent-medicine-and-medical-student-learning.pdf N2 - Objectives: to evaluate student self-efficacy, knowledge and communication with teen issues and learning activities. Methods: Data were collected during the 8-week pediatric rotation for third-year medical students at a local children's hospital. Students completed a self-efficacy instrument at the beginning and end of the rotation; knowledge and communication skills were evaluated during standardized patient cases as part of the objective structured clinical examination. Self-efficacy, knowledge and communication frequencies were described with descriptive statistics; differences between groups were also evaluated utilizing two-sample t-tests. Results: Self-efficacy levels of both groups increased by the end of the pediatric rotation, but students in the two-lecture group displayed significantly higher self-efficacy in confidentiality with adolescents (t(35)=-2.543, p=0.02); interviewing adolescents, assessing risk, sexually transmitted infection risk and prevention counseling, contraception counseling were higher with marginal significance. No significant differences were found between groups for communication; assessing sexually transmitted infection risk was marginally significant for knowledge application during the clinical exam. Conclusions: Medical student self-efficacy appears to change over time with effects from different learning methods; this higher self-efficacy may increase future comfort and willingness to work with this high-risk, high-needs group throughout a medical career. ER -