  We present the impact on student self-efficacy of an introductory physics for
life-science students course taught using a Team-Based Learning pedagogy. We
measured self-efficacy using the validated quantitative Sources of
Self-Efficacy in Science Courses - Physics, SOSESC-P, survey developed by Fencl
and Scheel. Data were collected both at the beginning and end of the semester
to evaluate the impact of shifts in individual self-efficacy. After describing
the key features of the pedagogy, we find that the Team-Based Learning system
at University of Massachusetts Amherst, results in significant improvements for
she-identifying individuals from three of the four sources of self-efficacy
identified by Bandura as well as in three of four investigated attributes of
the course. We also investigated the predictive power of self-efficacy on
individual student performance using logarithmic regression. For our course,
the shift in self-efficacy between the beginning and end of the semester is
more important that a student's pronouns in predicting attaining at least a B
on individual assignments.
