Relationship between Medical Students’ Perception of Errors and Self-efficacy on Clinical Performance
10.15715/kjhcom.2025.20.1.49
- Author:
Seong Ju JEON
1
;
Hyo Hyun YOO
Author Information
1. Student, College of Medicine, Jeonbuk National University
- Publication Type:Research Article
- From:
Health Communication
2025;20(1):49-55
- CountryRepublic of Korea
- Language:English
-
Abstract:
: Perception of errors, an individual’s attitude toward errors, and self-efficacy on clinical performance, the belief in one’s ability to perform clinical tasks, are crucial for medical education. However, the relationship between these constructs, particularly their sub-dimensions, remains underexplored. This study aimed to investigate the relationship between medical students’ perception of errors sub-factors and their self-efficacy on clinical performance across its domains. Methods : A cross-sectional survey was conducted with 169 third and fourth-year medical students in Korea. The Error Orientation Questionnaire (EOQ) measured four sub-factors of perception of errors. Self-efficacy on clinical performance was assessed across knowledge, skill, and attitude domains. Data were analyzed using descriptive statistics, t-tests, Pearson correlations, and stepwise multiple regression. Results : No significant gender differences were found in perception of errors or self-efficacy scores. Constructive perception of errors sub-factors correlated significantly with all self-efficacy domains. ‘Error strain’ positively correlated with knowledge and skill, but not with attitude. Stepwise regression revealed ‘Learning from errors’ as the strongest positive predictor for overall self-efficacy and all three domains. ‘Error strain’ also emerged as a significant positive predictor for overall, knowledge, and skill self-efficacy subdomains. Conclusion : Medical students’ perception of errors, particularly viewing errors as learning opportunities, significantly predicts their self-efficacy on clinical performance. The unexpected positive predictive role of ‘Error strain’ indicates a complex relationship that warrants further investigation. These findings suggest that medical education should focus on cultivating a positive perception of errors by creating environments where students can constructively learn from mistakes rather than avoiding them.
