How does self-efficacy affect performance of learner?

All types of attribution based on which learners make their judgement [i.e., self efficacy], about academic success or failure or about a specific task usually affect their performance and their capabilities to deal with different realities.[1] It is perhaps the most distinctive capability of self reflection. Many of the cognitive theorists have defined it as a meta-cognitive capability. This judgement influence learners choose what to do, how much effort to be invested in the activity, how long to carry the phase of disappointment, and whether to approach the task anxiously or with assurance [2]

Impact of structured meetings on the learning of faculty members

To determine impact of structured meetings on learning and faculty development. The observational cross sectional study was conducted at Bahria University Medical and Dental College from October 2010 to March 2011. Feed back of all faculty members of university was acquired on weekly structured meeting [with alternating theme of journal club and problem based scenario presentation] by a self reported questionnaire. The responses obtained on a 5-point Likert scale were divided into two groups; I, senior faculty [professors, associates and assistants] II, junior faculty [lecturers]. Chi square test was applied to compare categorical variables and results considered significant with p value< 0.05. 49 faculty members; 15 in Group I and 34 in Group II responded, 90% respondent considered it to be a healthy activity. Senior faculty agreed to the usefulness of structured meetings in terms of faculty development, social interaction, provision of learning opportunities, upgrading of presentation, communication, listening and critical appraisal skills, understanding of biostatistics, self awareness, personal productivity and tolerance to listen to criticism more than the junior faculty [p-value 0.000]. The perception regarding weekly structured meeting indicated that it enhanced faculty's knowledge, improved presentation skills, enhanced confidence level, developed positive attitudes and promoted educational leadership qualities in the faculty all through interaction and dialogue