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2025, Vol: 50, Issue: 2
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RMJ. 2025; 50(2): 484-487


Undergraduate medical teacher stress and self- efficacy- effects of technology enhanced learning practices- Mixed method study

Gulshan Saeed, Tasneem Akthar, Fouzia Amir, Riffat Shafi, Ahmad Sultan Zaheer.


Abstract
Objective: To determine the association of self-efficacy to stress in educators of undergraduate medical colleges.
Methodology: This cross sectional multi-centered mixed method study was undertaken and A 49 item Teachers stress inventory (1) and an 11 item self-efficacy scale (2) were used and included 250 faculty members. Interviews were conducted with qualitative thematic analysis to gain in-depth knowledge of the factors affecting the opinions of study participants.
Results: The self-efficacy scores were inversely related to stress scores. The median self-efficacy and stress scores were higher in new teachers. The stress scores decreased, and self- efficacy scores increased with experience. However, near the end of career a rise in stress and fall in efficacy was seen.
Conclusion: While new teachers faced stress of the challenge, experienced teachers faced occupational stress because of introduction of technology enhanced curriculum delivery. There is need to equip medical teachers through training to deal with their changing occupational requirements.

Key words: Teacher training, self-efficacy, teacher burnout, technology enhanced teaching.


 
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How to Cite this Article
Pubmed Style

Saeed G, Akthar T, Amir F, Shafi R, Zaheer AS. Undergraduate medical teacher stress and self- efficacy- effects of technology enhanced learning practices- Mixed method study. RMJ. 2025; 50(2): 484-487.

Web Style

Saeed G, Akthar T, Amir F, Shafi R, Zaheer AS. Undergraduate medical teacher stress and self- efficacy- effects of technology enhanced learning practices- Mixed method study. https://www.rmj.org.pk/?mno=214972 [Access: May 12, 2025].

AMA (American Medical Association) Style

Saeed G, Akthar T, Amir F, Shafi R, Zaheer AS. Undergraduate medical teacher stress and self- efficacy- effects of technology enhanced learning practices- Mixed method study. RMJ. 2025; 50(2): 484-487.


Vancouver/ICMJE Style

Saeed G, Akthar T, Amir F, Shafi R, Zaheer AS. Undergraduate medical teacher stress and self- efficacy- effects of technology enhanced learning practices- Mixed method study. RMJ. (2025), [cited May 12, 2025]; 50(2): 484-487.


Harvard Style

Saeed, G., Akthar, . T., Amir, . F., Shafi, . R. & Zaheer, . A. S. (2025) Undergraduate medical teacher stress and self- efficacy- effects of technology enhanced learning practices- Mixed method study. RMJ, 50 (2), 484-487.


Turabian Style

Saeed, Gulshan, Tasneem Akthar, Fouzia Amir, Riffat Shafi, and Ahmad Sultan Zaheer. 2025. Undergraduate medical teacher stress and self- efficacy- effects of technology enhanced learning practices- Mixed method study. Rawal Medical Journal, 50 (2), 484-487.


Chicago Style

Saeed, Gulshan, Tasneem Akthar, Fouzia Amir, Riffat Shafi, and Ahmad Sultan Zaheer. "Undergraduate medical teacher stress and self- efficacy- effects of technology enhanced learning practices- Mixed method study." Rawal Medical Journal 50 (2025), 484-487.


MLA (The Modern Language Association) Style

Saeed, Gulshan, Tasneem Akthar, Fouzia Amir, Riffat Shafi, and Ahmad Sultan Zaheer. "Undergraduate medical teacher stress and self- efficacy- effects of technology enhanced learning practices- Mixed method study." Rawal Medical Journal 50.2 (2025), 484-487. Print.


APA (American Psychological Association) Style

Saeed, G., Akthar, . T., Amir, . F., Shafi, . R. & Zaheer, . A. S. (2025) Undergraduate medical teacher stress and self- efficacy- effects of technology enhanced learning practices- Mixed method study. Rawal Medical Journal, 50 (2), 484-487.


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