ArticleMiddle East journal of digestive diseases2025
Post-Pandemic Virtual Teaching Self-Efficacy: Insights from Medical Educators at Shiraz University of Medical Sciences, Iran.
Article in Middle East journal of digestive diseases, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: The COVID-19 pandemic has highlighted the importance of teacher self-efficacy in online instruction, with virtual teaching models associated with lower efficacy scores compared to in-person formats. This study assessed the self-efficacy of faculty members at Shiraz University of Medical Sciences (SUMS) in online teaching, with a focus on the impact of demographic factors and specialty areas on virtual teaching efficacy post-COVID-19. Methods: This cross-sectional analytic study was conducted between July 2023 and August 2024, on 203 clinical faculty members from Shiraz University of Medical Sciences. Participants included professors with at least one year of clinical experience and who were actively teaching in one of the university's hospitals. The Teachers' Sense of Self-Efficacy Scale (TSES), developed by Tanchan-Moran and Hoy, was used to assess self-efficacy. The instrument was translated from English to Farsi using forward-backward translation methods. Internal consistency and validity were confirmed. Descriptive statistics, one-way ANOVA, t-tests, and chi-square tests were used to analyze the data. Results: The average (SD) work experience of participants was 15.11 (8.89) years, with most being male, married, and working in the medical field. The internal consistency of TSES was excellent (Cronbach's alpha is 0.94). The average (SD) self-efficacy score of participants was 56.17 (14.62), with a minimum score of 22 and a maximum score of 110. Additionally, no significant regression relationships were found between demographic factors (sex, work experience, field of activity, and marital status) and the self-efficacy score. Approximately 70% of the faculty members reported a moderate to high self-efficacy in virtual teaching. Conclusion: This study provides valuable insights into the self-efficacy of SUMS faculty members in online education following the COVID-19 pandemic. While the study recommends that overall self-efficacy levels are moderately high, there is an ongoing need for continued investment in faculty development programs and support to confirm effective online teaching practices and address the evolving needs of medical education.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.