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Results: The findings of our study showed that research self-efficacy in students who had research experience (189.03) was significantly higher than students who did not have research experience (140.76). In addition, the average score of academic and research self-efficacy and evidence-based medicine in students who had a history of membership in the student research committee was significantly higher than students who did not have a history of membership. Finally, it was found that evidence-based medicine had a direct and significant relationship with research self-efficacy (r=0.361, P<0.05) and academic self-efficacy (r=0.457, P<0.001). In examining the relationship between academic self-efficacy and research self-efficacy, it was also found that these two variables have a direct and significant relationship with each other (r=0.714, P<0.001). As well as, there was no significant relationship between academic self-efficacy, research self-efficacy, and understanding the characteristics of evidence-based practice with any of the variables of age, gender and entry year (P>0.05).
Conclusion: According to the obtained results, it can be concluded that academic self-efficacy and research self-efficacy have an effect on evidence-based medicine, and all of the above can be improved by teaching medical students to participate in student research committees and doing research work. In this way, it improves the quality of treatment in doctors.
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