Relationship between participation in integrative projects and academic self-efficacy in medical students.

Abstract

The study investigated the relationship between students' participation in integrative knowledge projects and their level of academic self-efficacy in a sample of 106 medical students from a university in Santo Domingo de los Colorados. Non-probabilistic convenience sampling was used and questionnaires were used to measure the degree of participation in integrative projects and academic self-efficacy. The results revealed a weak positive correlation between both variables, indicating that greater involvement in integrative projects can contribute to the development of students' academic confidence. It was found that students valued integrative projects as an effective tool to integrate theory and practice. No significant differences in self-efficacy were found between genders. The study suggested that integrative projects could be a key strategy to improve both academic performance and psychological well-being of students.