The ability for teaching self-efficacy by clinical preceptors in diagnostic medical sonography

The ability for teaching self-efficacy by clinical preceptors in diagnostic medical sonography

Reviewer: Deanne Chester, AFASA | ASA SIG: Clinical Supervisors

Author: Peak K

Why the study was performed

Most clinical trainers are experienced clinicians; however, this does not equate to the skills needed to teach effectively. This research aimed to investigate the level of perceived self-efficacy of clinical tutors (preceptors) teaching sonography students and to determine if there is a difference in self-efficacy between those preceptors who had received teaching training and those who had not. Albert Bandura’s concept of self-efficacy is defined as an individual’s belief in their ability to act in the ways necessary to succeed in specific situations,[1] and consequently plays an important role in how we approach a task, goal, or challenge.

How the study was performed

A survey called the Sonography Preceptor Teaching Self-Efficacy Inventory (SPTSEI) was used to obtain quantitative data to address the aim of the study. The SPTSEI was based on two existing surveys, which were adapted with permission. A Qualtrics survey of 45 questions on a 10-point Likert scale was created and information was sought in relation to perceived ability in three areas: effective teaching; evaluation of student performance; and interpersonal relations.

Participants were clinical preceptors of sonography students enrolled in United States bachelor’s degree courses accredited by the Commission on Accreditation of Allied Health Education Programs (CAAHEP). The preceptors were invited to complete the SPTSEI via program directors of the sonography course providers including general, vascular and cardiac programs. There were 44 participants of varying ages, sonographic experience, qualification level, and time spent as a preceptor. Seventy-five per cent of the participants had received no training or professional development to prepare for their role as preceptors. The small number of participants was an acknowledged limitation to this study.

What the study found

Research question 1 found that most of the sonography preceptors surveyed had high self-efficacy levels with respect to the three areas of ability. Given most had no training, this is interesting as research indicates assurance in teaching is limited without some knowledge of learning theories and processes. Research question 2 findings correlated with the literature: formal preparation for a training role has a positive impact on self-efficacy levels. Preceptors are better able to perform their role if they can undertake formal training in educational concepts and strategies, which in turn has a direct influence on student achievements.

Relevance to clinical practice

While the study suggests sonographer preceptors have high self-efficacy in their abilities, without appropriate training this is unlikely to include evidence-based best practice. Professional development as a minimum would help to ensure reliable teaching approaches and consistent clinical practices are being experienced. Participants, regardless of whether they had undergone preceptor training, agreed with the literature that training in education for preceptors improves student outcomes and the entire experience for tutor and student. The author calls for faculty to partner with clinical supervisors to facilitate this training to benefit the sonographer community long term as a high priority. To bring this into the Australian context, the provision of specific training for tutor sonographers may be a future consideration for ASAR sonographer course accreditation.

Bandura A (1977). “Self-efficacy: Toward a unifying theory of behavioral change”. Psychological Review 84 (2): 191–215.

“A prepared and confident clinical preceptor will possess a higher level of teaching self-efficacy and will be better prepared to affect learning in their students through their teaching abilities”