La autoeficacia docente: un reto en el accionar del profesor universitario de las ciencias médicas

A bibliographic review was carried out with the objective of researching about the teaching self-efficacy and its influence on the quality of university teaching. The historical evolution of the concept enunciated by Bandura (1999) is described from the Social Cognitive Theory of Rotter, which constitutes a contribution for the understanding of adaptation and human change; Its theoretical-methodological development has positioned it as valid and reliable to explain how its components (mechanisms, sources and processes) are mediated by self-efficacy. Levels of positive or negative self-efficacy have profound consequences on personal and / or professional performance; it is a challenge for the academy to motivate the teaching staff to assume this concept as a determining factor in their systematic action in order to increase the quality of the teaching-learning process.