Cross-sectional analysis shows self-efficacy in virtual teaching is moderate among Iranian faculty, suggesting need for continued faculty development programs.
Key Points
Self-efficacy in virtual teaching was reported as moderate by about 70% of faculty members at Shiraz University of Medical Sciences.
Participants had an average self-efficacy score of 56.17, with a minimum of 22 and maximum of 110, showing variability in online instruction confidence.
Descriptive statistics and chi-square tests were employed to analyze the self-efficacy among the clinical faculty members enrolled in this cross-sectional study.
Investment in faculty development programs is essential to enhance and support effective online teaching practices post-pandemic.