The Predictability of Anatomical Self-Efficacy Perception Levels of Associate Degree Students in Academic Performance

Abstract

Objectives: Anatomy education is a fundamental component of health education and professional competence. Anatomical self-efficacy is defined as the belief in one's ability to successfully complete anatomy instruction. This study aimed to examine the difference in anatomical self-efficacy perception score over a semester and assess its impact on predicting the academic performance of associate degree students enrolled in gross anatomy courses. Methods: The demographic data of the students were collected. The “Self-efficacy Perception Scale for the Human Anatomy Course” was administered twice before the mid-term and final exams during the semester. As an academic performance, the mid-term and final exam grades were retrieved from the e-campus information system. Differences in exam grades and anatomical self-efficacy perception were analyzed using a t-test, while the effect of anatomical self-efficacy perception on exam grades was assessed through simple linear regression analysis. Results: The mid-term (P<0.001) and final exam grades (P<0.001), and anatomical self-efficacy perception increased significantly (P<0.001). A simple linear regression analysis showed that both midterm (P<0.001) and final exam grades (P<0.001) were predicted by anatomical self-efficacy perception, suggesting that higher self-efficacy perception is associated with better academic performance. Conclusions: To enhance academic performance, lecturers should organize training activities designed to increase anatomical self-efficacy.