<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982022000100114</article-id>
<article-id pub-id-type="doi">10.1590/0102-469835900</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AUTOEFICÁCIA NA EDUCAÇÃO MÉDICA: UMA REVISÃO SISTEMÁTICA DA LITERATURA]]></article-title>
<article-title xml:lang="es"><![CDATA[AUTOEFICACIA EN LA EDUCACIÓN MÉDICA: UNA REVISIÓN SISTEMÁTICA DE LA LITERATURA]]></article-title>
<article-title xml:lang="en"><![CDATA[SELF-EFFICACY IN MEDICAL EDUCATION: A SYSTEMATIC REVIEW OF LITERATURE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[COSTA FILHO]]></surname>
<given-names><![CDATA[JOSÉ DE OLIVEIRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MURGO]]></surname>
<given-names><![CDATA[CAMÉLIA SANTINA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FRANCO]]></surname>
<given-names><![CDATA[ALINE FONSECA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Oeste Paulista (UNOESTE)  ]]></institution>
<addr-line><![CDATA[Jaú SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Oeste Paulista (UNOESTE)  ]]></institution>
<addr-line><![CDATA[Presidnte Prudente SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Oeste Paulista (UNOESTE)  ]]></institution>
<addr-line><![CDATA[Presidente Prudente SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982022000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982022000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982022000100114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A autoeficácia é descrita como importante fator influenciador do comportamento humano, ligada à motivação e ao desempenho, sendo relevante sua análise no contexto educacional. Este estudo objetiva realizar uma revisão sistemática sobre a autoeficácia na educação médica nacional e internacional, com o propósito de analisar os principais fatores que impactam as crenças de autoeficácia de professores e estudantes de Medicina. Para tanto, realizou-se buscas em quatro bases: Biblioteca Virtual em Saúde (BVS), Public Medline (PubMed), Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) e Portal CAPES, no período de 2015 a 2020, nos idiomas português, espanhol e inglês. Empregou-se os descritores: &#8220;autoeficácia&#8221; e &#8220;medicina&#8221;, resultando na seleção de 20 estudos. A partir dos principais objetivos do estudos, chegou-se à seguinte categorização: 1) autoeficácia e fatores emocionais, 2) autoeficácia e uso de metodologias ativas no ensino, 3) autoeficácia de estudantes e diferentes métdos de ensino, 4) autoeficácia, motivação e aprendizagem autorregulada e 5) autoeficácia dos estudantes em tarefa específica e sua correlação com o desempenho. Concluiu-se que os trabalhos se mostraram concordantes em qualificar a autoeficácia como importante construto para educação médica, associada ao bom estado emocional, ao desenvolvimento de estratégias de ensino/aprendizagem e ao desempenho, além de apontar o impacto do tipo de feedback na formação da autoeficácia de estudantes. Quanto à metodologia de ensino, não foi possível confirmar, no geral, qual o método mais favorável ao fortalecimento da autoeficácia, considerando que outros fatores podem estar implicados no processo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La autoeficacia se describe como un importante factor de influencia del comportamiento humano, vinculado a la motivación y el desempeño, y su análisis en el contexto educativo es relevante. El objetivo fue realizar una revisión sistemática sobre la autoeficacia en la educación médica nacional e internacional, con el fin de analizar los principales factores que inciden en la autoeficacia de profesores y estudiantes de medicina. Para ello, las búsquedas se realizaron en cuatro bases de datos: Biblioteca Virtual en Salud (BVS), Public Medline (PubMed), Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD) y Portal CAPES, de 2015 a 2020, en portugués, español e inglês. Se utilizaron los descriptores: &#8220;autoeficacia&#8221; y &#8220;medicina&#8221;, resultando en la selección de 20 estudios. A partir de los principales objetivos del estudio, se llegó la siguiente categorización: 1) autoeficacia y factores emocionales, 2) autoeficacia y uso de metodologías activas de enseñanza, 3) autoeficacia del estudiante y diferentes métodos de enseñanza, 4) autoeficacia, motivación y aprendizaje autorregulado, 5) autoeficacia de los estudiantes en una tarea específica y su correlación con el desempeño. Todos los estudios indicaron la autoeficacia como un constructo importante para analizar en la educación médica, relacionado al buen estado emocional, desarrollo de estrategias de aprendizaje y mejor desempeño, señalando también el impacto del tipo de feedback en la construcción de la autoeficacia. Con relación al método de enseñanza, no se pudo verificar, en general, cuál es más favorable al fortalecimiento de la autoeficacia, porque otros factores pueden estar involucrados en el proceso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Self-efficacy is described as an important influencing factor of human behavior, linked to motivation and performance. Thus, its analysis in the educational context is relevant. The study aims to carry out a systematic review of self-efficacy in medical education, nationally and internationally, to analyze the main factors that impact the self-efficacy beliefs of medical professors and students. Therefore, we researched four databases: Virtual Health Library (BVS), Public Medline (PubMed), Brazilian Digital Library of Theses and Dissertations (BDTD), and CAPES Portal, from 2015 to 2020, in Portuguese, Spanish, and English. The descriptors used were: &#8220;self-efficacy&#8221; and &#8220;medicine&#8221;, resulting in the selection of 20 studies. Based on the main objectives of the study, we created these categories: 1) self-efficacy and emotional factors, 2) self-efficacy and use of active teaching methodologies, 3) student self-efficacy and different teaching methods, 4) self-efficacy, motivation and self-regulated learning, and 5) student self-efficacy in a specific task and its correlation with performance. We concluded that the studies were consistent in qualifying self-efficacy as an important construct for medical education, associated with good emotional state, the development of teaching/learning strategies, and performance, in addition to pointing out the impact of the feedback type on the formation of student self-efficacy. As for the teaching methodology, it was not possible to confirm, in general, which is more favorable to strengthening self-efficacy, considering that other factors may be involved in the process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[autoeficácia]]></kwd>
<kwd lng="pt"><![CDATA[educação médica]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[revisão sistemática da literatura]]></kwd>
<kwd lng="es"><![CDATA[autoeficácia]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[desempeño académico]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática de la literatura]]></kwd>
<kwd lng="en"><![CDATA[self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[systematic literature review]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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