Internal medicine residents’ achievement goals and efficacy, emotions, and assessments

Background: Achievement goal theory is consistently associated with specific cognitions, emotions, and behaviours that support learning in many domains, but has not been examined in postgraduate medical education. The purpose of this research was to examine internal medicine residents’ achievement g...

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Autores principales:	Lia Daniels, Vijay Daniels
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2018
Materias:	achievement goals internal medicine residents emotions assessments self-efficacy Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/6560a042638e4dd4a73d8446ab9214e8
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spelling	oai:doaj.org-article:6560a042638e4dd4a73d8446ab9214e82021-12-01T22:44:12ZInternal medicine residents’ achievement goals and efficacy, emotions, and assessments10.36834/cmej.431651923-1202https://doaj.org/article/6560a042638e4dd4a73d8446ab9214e82018-11-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/43165https://doaj.org/toc/1923-1202Background: Achievement goal theory is consistently associated with specific cognitions, emotions, and behaviours that support learning in many domains, but has not been examined in postgraduate medical education. The purpose of this research was to examine internal medicine residents’ achievement goals, and how these relate to their sense of self-efficacy, epistemic emotions, and valuing of formative compared to summative assessments. These outcomes will be important as programs transition more to competency based education that is characterized by ongoing formative assessments. Methods: Using a correlational design, we distributed a self-report questionnaire containing 49 items measuring achievement goals, self-efficacy, emotions, and response to assessments to internal medicine residents. We used Pearson correlations to examine associations between all variables. Results: Mastery-approach goals were positively associated with self-efficacy and curiosity and negatively correlated with frustration and anxiety. Mastery-approach goals were associated with a greater value for feedback derived from annual ACP exams, end-of-rotation written exams, and annual OSCEs. Performance-approach goals were only associated with valuing ACP exams. Conclusion: Mastery-approach goals were associated with self-efficacy and epistemic emotions among residents, two constructs that facilitate autonomous learning. Residents with mastery-approach goals also appeared to value a wider range of types of assessment data. This profile will likely be beneficial for learners in a competency-based environment that involves high levels of formative feedback. Lia DanielsVijay DanielsCanadian Medical Education Journalarticleachievement goalsinternal medicine residentsemotionsassessmentsself-efficacyEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 9, Iss 4 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	achievement goals internal medicine residents emotions assessments self-efficacy Education (General) L7-991 Medicine (General) R5-920
spellingShingle	achievement goals internal medicine residents emotions assessments self-efficacy Education (General) L7-991 Medicine (General) R5-920 Lia Daniels Vijay Daniels Internal medicine residents’ achievement goals and efficacy, emotions, and assessments
description	Background: Achievement goal theory is consistently associated with specific cognitions, emotions, and behaviours that support learning in many domains, but has not been examined in postgraduate medical education. The purpose of this research was to examine internal medicine residents’ achievement goals, and how these relate to their sense of self-efficacy, epistemic emotions, and valuing of formative compared to summative assessments. These outcomes will be important as programs transition more to competency based education that is characterized by ongoing formative assessments. Methods: Using a correlational design, we distributed a self-report questionnaire containing 49 items measuring achievement goals, self-efficacy, emotions, and response to assessments to internal medicine residents. We used Pearson correlations to examine associations between all variables. Results: Mastery-approach goals were positively associated with self-efficacy and curiosity and negatively correlated with frustration and anxiety. Mastery-approach goals were associated with a greater value for feedback derived from annual ACP exams, end-of-rotation written exams, and annual OSCEs. Performance-approach goals were only associated with valuing ACP exams. Conclusion: Mastery-approach goals were associated with self-efficacy and epistemic emotions among residents, two constructs that facilitate autonomous learning. Residents with mastery-approach goals also appeared to value a wider range of types of assessment data. This profile will likely be beneficial for learners in a competency-based environment that involves high levels of formative feedback.
format	article
author	Lia Daniels Vijay Daniels
author_facet	Lia Daniels Vijay Daniels
author_sort	Lia Daniels
title	Internal medicine residents’ achievement goals and efficacy, emotions, and assessments
title_short	Internal medicine residents’ achievement goals and efficacy, emotions, and assessments
title_full	Internal medicine residents’ achievement goals and efficacy, emotions, and assessments
title_fullStr	Internal medicine residents’ achievement goals and efficacy, emotions, and assessments
title_full_unstemmed	Internal medicine residents’ achievement goals and efficacy, emotions, and assessments
title_sort	internal medicine residents’ achievement goals and efficacy, emotions, and assessments
publisher	Canadian Medical Education Journal
publishDate	2018
url	https://doaj.org/article/6560a042638e4dd4a73d8446ab9214e8
work_keys_str_mv	AT liadaniels internalmedicineresidentsachievementgoalsandefficacyemotionsandassessments AT vijaydaniels internalmedicineresidentsachievementgoalsandefficacyemotionsandassessments
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Internal medicine residents’ achievement goals and efficacy, emotions, and assessments

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