The Relationship Between Academic Self-Efficacy and Communication Skills Mastery among Medical Students at the Faculty of Medicine, Universitas Swadaya Gunung Jati

Abstract

Communication skills are fundamental competencies for medical students in establishing therapeutic relationships and supporting effective healthcare delivery. Their mastery may be influenced by psychological factors, including academic self-efficacy. This study aimed to determine the relationship between academic self-efficacy and communication skills mastery among medical students at the Faculty of Medicine, Universitas Swadaya Gunung Jati. This quantitative analytical study employed a cross-sectional design. A total of 258 active medical students were selected using probability sampling. Data were collected using The Academic Self-Efficacy Scale (TASES) and the Interpersonal Communication Competence Scale (ICCS). The relationship between variables was analyzed using the Spearman rank correlation test. Most respondents had a high level of academic self-efficacy (65.6%), while communication skills mastery was predominantly moderate (60.2%). The Spearman rank test demonstrated a statistically significant positive relationship between academic self-efficacy and communication skills mastery (ρ = 0.442; p < 0.001), with a moderate correlation strength. Academic self-efficacy was positively and significantly associated with communication skills mastery among medical students. Strengthening academic self-efficacy through active learning, communication practice, simulation, and constructive feedback may contribute to the development of clinical communication competencies.