<?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>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712021000100201</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.1-20200130.ing</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Associations between teacher self-efficacy and the use of Objective Structured Clinical Examination in medical education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Associações entre a autoeficácia docente e a utilização do Objective Structured Clinical Examination na educação médica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bressa]]></surname>
<given-names><![CDATA[Rebeca Carvalho]]></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[Sena]]></surname>
<given-names><![CDATA[Bárbara Cristina Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Oeste Paulista  ]]></institution>
<addr-line><![CDATA[Presidente Prudente São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>45</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712021000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000100201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: The inclusion of new methodologies and assessments in the medical education area has indicated the need to understand teachers&#8217; perception of their own ability to use them adequately.  Objective: Thus, the present study aimed to investigate possible associations between teacher self-efficacy and the use of OSCE.  Method:  The Teacher Self-efficacy Scale and Self-Efficacy Sources Scale and a characterization questionnaire were used. Forty-seven medical teachers from a private university, of both genders, aged between 31 and 78 years, participated in the study.  Results: The results indicated that the factors Social Persuasion and Vicarious Learning were the most endorsed, suggesting that these sources are the ones that interfere the most in the formation of the participants&#8217; beliefs. There was only one positive and statistically significant correlation, with a weak magnitude, established between the Intentionality of Action Efficacy and Vicarious Learning. The other identified correlations were statistically negative and of moderate magnitude.  Conclusions: The teachers who agreed with some important characteristics about the OSCE method also showed higher levels of self-efficacy. Therefore, professionals with greater perseverance, resilience and confidence, have also been more committed to teaching, research and student assistance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: A inserção de novas metodologias e avaliações na área da educação médica tem indicado a necessidade de compreender a percepção dos docentes sobre sua própria capacidade de utilizá-las adequadamente.  Objetivo:  Com base nisso, este estudo buscou investigar as possíveis associações entre a autoeficácia docente e o uso do OSCE.  Método: Utilizaram-se a Escala de Autoeficácia do Professor, a Escala sobre Fontes de Autoeficácia e um questionário de caracterização. Participaram 47 docentes de Medicina de uma universidade privada, de ambos os sexos, com idade entre 31 e 78 anos.  Resultados:  Os resultados indicaram que os fatores persuasão social e aprendizagem vicária foram os mais endossados, sugerindo que essas fontes são as de maior interferência na formação de crenças dos participantes. Houve apenas uma correlação positiva e com significância estatística, com magnitude fraca, estabelecida entre eficácia na intencionalidade da ação e aprendizagem vicária. As demais correlações encontradas se demonstraram estatisticamente em sentido negativo e com magnitudes moderadas.  Conclusões:  Os docentes concordantes com algumas características importantes sobre o método OSCE apresentaram maiores níveis de autoeficácia, e isso significa que os profissionais com alto nível de perseverança, superação, confiança e resiliência são mais comprometidos com o ensino, a pesquisa e a assistência estudantil.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Teacher Self-Efficacy]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[OSCE]]></kwd>
<kwd lng="pt"><![CDATA[Autoeficácia Docente]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[OSCE]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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