Publications by authors named "Karim Shateri"
Introduction: Theories and numerous empirical studies indicate teaching performance and students' learning progress are affected by teaching self-efficacy. Therefore, the present study examines the psychometric properties of the Persian version of the physician teaching self-efficacy questionnaire.
Methods: The 16-item physician teaching self-efficacy questionnaire was translated from English to Persian and back-translated to English and then administered to 242 medical teachers from six medical universities.
Introduction: Evidence suggests that the performance of medical students is affected by the quality of teaching of clinical teachers, and the higher teachers' teaching quality leads to better students' clinical performance. Hence, the present research aimed to investigate the association between teaching self-efficacy and quality of bedside teaching among medical teachers.
Methods: This is a cross-sectional study.
Unlabelled: Recognition of the factors affecting the medical students' academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effects of metacognitive learning strategies and learning-related emotions in the relationship between academic self-efficacy with academic performance in medical students.
Methods: The present study was carried out on 279 students of medicine studying at Shiraz University of Medical Sciences.
The Role of Academic Self-Efficacy in Improving Students' Metacognitive Learning Strategies.
J Adv Med Educ Prof
October 2019
Article Synopsis
- Metacognitive strategies are crucial for student learning and achievement, and this study explored how self-efficacy influences these strategies among medical students at Shiraz University.
- Using a quantitative approach with 225 participants, researchers analyzed data on self-efficacy and metacognitive strategies, confirming the validity of their questionnaires.
- The study found a significant positive correlation between self-efficacy and various metacognitive strategies, suggesting that students who believe in their abilities are more effective in their learning processes; the recommendation includes offering training to enhance self-efficacy and metacognitive strategies.