Understanding Academic Self-Concept and Performance in Medical Education

Kelly M Harrell; Meagan Rawls; J K Stringer 4th; Cherie D Edwards; Sally A Santen; Diane Biskobing

doi:10.1097/ACM.0000000000005224

Understanding Academic Self-Concept and Performance in Medical Education

Acad Med. 2023 Sep 1;98(9):1032-1035. doi: 10.1097/ACM.0000000000005224. Epub 2023 Apr 4.

Authors

Kelly M Harrell¹, Meagan Rawls², J K Stringer 4th³, Cherie D Edwards⁴, Sally A Santen⁵, Diane Biskobing⁶

Affiliations

¹ K.M. Harrell is associate professor, Department of Anatomy and Neurobiology, Virginia Commonwealth University School of Medicine, Richmond, Virginia; ORCID: https://orcid.org/0000-0001-7849-9110 .
² M. Rawls is senior institutional research analyst, Bon Secours Mercy Health, Cincinnati, Ohio; ORCID: https://orcid.org/000-0001-8430-9045 . At the beginning of this work, the author was program coordinator, Office of Assessment, Evaluation, and Scholarship, Virginia Commonwealth University School of Medicine, Richmond, Virginia.
³ J.K. Stringer IV is senior manager, Continuous Professional Development Accreditation, American College of Surgeons, Chicago, Illinois; ORCID: https://orcid.org/0000-0001-5790-7832 . At the beginning of this work, the author was a graduate student and postdoctoral fellow, Virginia Commonwealth University School of Medicine, Richmond, Virginia.
⁴ C.D. Edwards is assistant professor, Office of Assessment, Evaluation, and Scholarship, Virginia Commonwealth University School of Medicine, Richmond, Virginia.
⁵ S.A. Santen is senior associate dean, Office of Assessment, Evaluation, and Scholarship, and professor of emergency medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia, and professor of emergency medicine and medical education, University of Cincinnati College of Medicine, Cincinnati, Ohio; ORCID: https://orcid.org/0000-0002-8327-8002 .
⁶ D. Biskobing is associate dean of medical education and professor of medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia.

PMID: 37027233
DOI: 10.1097/ACM.0000000000005224

Abstract

Problem: Medical students' academic self-concept (ASC) is an important factor in better understanding noncognitive mediators of performance in medical school. However, research is limited on ASC in medical students across multiple phases of undergraduate medical education curriculum. This pilot study explored the relationship between ASC and academic performance across different phases of a U.S. medical school curriculum, specifically at the end of the second (preclinical) and third (clinical) years.

Approach: Medical students across 2 cohorts at Virginia Commonwealth University School of Medicine, Richmond, Virginia, were surveyed using an ASC confidence subscale in 2019. Multiple linear regression analysis was conducted using medical student ASC scores in preclinical (n = 190) and clinical (n = 149) phases and performance data. Clinical performance was calculated through a weighted mean of clerkship grades based on the number of weeks for each clerkship.

Outcomes: Preclinical performance was related to ASC, gender, and performance after year 1. ASC scores varied significantly by gender in the preclinical cohort ( P < .01), with men reporting higher ASC than women (mean [SD], 2.94 [0.41] vs 2.78 [0.38]). Significant gender differences in performance were found at the end of year 3 ( P < .01), with women performing more favorably compared with men (mean [SD], 94.1 [59.04] vs 124.24 [64.54]). The relationship between ASC and performance at the end of year 2 suggested students with higher ASC perform better during their preclinical phase.

Next steps: This pilot study supports future scholarship in 2 areas: (1) identification and assessment of additional factors that influence the relationship between ASC and academic performance across the entire undergraduate medical education curriculum and (2) development and implementation of evidence-based interventions to support student ASC and performance and enhance the learning environment. Analyzing longitudinal trends across multiple cohorts will drive evidence-based interventions at learner and programmatic levels.

MeSH terms

Clinical Clerkship*
Curriculum
Education, Medical*
Education, Medical, Undergraduate*
Educational Measurement
Female
Humans
Male
Pilot Projects
Schools, Medical
Students, Medical* / psychology