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Self-efficacy is the belief in one's capacity to organize and execute actions necessary to manage prospective situations. This belief significantly influences how individuals approach goals, tasks, and challenges across different domains of life.Psychological and Educational ImpactsIndividuals with strong self-efficacy are more resilient in the face of difficulties. They are more likely to adopt effective problem-solving strategies, persist through obstacles, and regulate emotions such as...
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Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem:...
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Social comparison plays a fundamental role in the evaluation of personal success and self-worth. Rather than assessing our achievements in isolation, we interpret their significance relative to personal goals and critically in comparison to the performance of others. A grade of B in a mathematics exam might elicit pride if one's expectation was a C, yet result in disappointment if an A was anticipated or if peers achieved superior results. These comparative evaluations illustrate how both...
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Self-evaluation is the process by which individuals assess their abilities, behaviors, and characteristics based on feedback from others. Charles H. Cooley observed that a person’s self-perception is primarily influenced by how others see and judge them. He suggested that individuals form their identities based on their interpretations of others' reactions. As a result, social interactions play a crucial role in shaping self-esteem and personal identity. These external evaluations often...
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Understanding students' self-efficacy and motivation in sequential OSCE: a qualitative study.

Jun Jie Lim1, Chris Roberts2, Shareen Nisha Jauhar Ali3

  • 1Division of Clinical Medicine, School of Medicine and Population Health, The University of Sheffield, Sheffield, UK. jj.lim@sheffield.ac.uk.

BMC Medical Education
|December 30, 2025
PubMed
Summary
This summary is machine-generated.

Sequential Objective Structured Clinical Examinations (OSCEs) impact medical student motivation and engagement. Understanding student perceptions is key to optimizing this assessment format for better learning outcomes and well-being.

Keywords:
Attribution theoryClinical assessmentLearner motivationMedical EducationMedical licensing examinationObjective structured clinical examinations (OSCE)Self-efficacySequential testingStudent well-being

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Area of Science:

  • Medical Education
  • Clinical Assessment
  • Psychology in Medicine

Background:

  • The UK Medical Licensing Assessment (UKMLA) necessitates efficient clinical competence evaluation.
  • Sequential Objective Structured Clinical Examinations (OSCEs) are increasingly adopted for this purpose.
  • Little is known about student experiences with sequential OSCEs.

Purpose of the Study:

  • To explore psychological and contextual factors influencing medical students' self-efficacy, motivation, and engagement in sequential OSCEs.
  • To understand student interpretations of the sequential OSCE format.

Main Methods:

  • Semi-structured interviews with 22 medical students post-sequential OSCEs.
  • Framework analysis informed by self-efficacy and attribution theory.

Main Results:

  • Positive self-efficacy sources include practice, modeling, communication, and timely feedback.
  • Negative influences involve uncertainty, distress, unclear thresholds, and delayed feedback.
  • Perception of sequential testing (developmental vs. punitive) impacts confidence, anxiety, and motivation, revealing an anxiety-achievement paradox.

Conclusions:

  • Sequential OSCEs can enhance learning with transparent communication, equitable resources, and supportive feedback.
  • Addressing emotional and motivational aspects improves educational value and student well-being in high-stakes assessments.