An analysis of learning experiences contributing to medical students’ self‐efficacy in conducting patient education for health promotion

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Abstract
Changes in health care needs suggest that medical students should learn health‐promotion skills to better help their patients. The purpose of this study was to examine medical students’ experiences in learning to educate patients about smoking cessation, nutrition, and exercise and how those experiences contribute to students’ self‐efficacy in educating patients. Using a qualitative case‐study approach, data were obtained through student and faculty interviews, document review, and a questionnaire to measure students’ self‐efficacy. Although overall learning opportunities were limited, students’ perceptions of self‐efficacy were high. Three patterns of experience were evident that were associated with differences in student interests and beliefs, opportunities to practice patient education, presence of faculty role models, and complexity of patient‐education strategies learned. Self‐efficacy levels varied across the patterns of experience. The results suggest the importance of specific educational practices in students’ development of self‐efficacy in this area.