Factors associated with of occupational disease recognition and reporting among medical residents: the role of self-efficacy and training

Aims: This study aimed to assess medical residents’ knowledge, occupational history-taking behaviors, and self-assessed competence related to occupational diseases (ODs), and to identify the factors influencing OD recognition and official reporting.Methods: A cross-sectional survey was conducted among 367 residents from 24 clinical specialties using a researcher-developed questionnaire that assessed sociodemographic characteristics, OD education, attitudes, occupational history-taking behaviors, and self-assessed competence. Perceived competence in diagnostic, treatment-related, and legal domains, as well as prior OD diagnosis and reporting experiences, were evaluated. Associations between these variables and OD-related outcomes were analyzed using the Pearson Chi-square and Fisher’s exact tests.Results: More than half of the residents (54.0%) reported prior OD education, yet only 15.8% felt competent in diagnosis, 13.6% in treatment, and 10.0% in legal procedures. Occupational history-taking behaviors were limited, and only 28.6% indicated that their clinic’s patient forms included a dedicated occupational-history section. During clinical practice, 23.7% had encountered or diagnosed at least one OD, and among them, 47.1% submitted an official notification. Residents who perceived themselves as competent were more likely to diagnose and report ODs. In addition, the timing of education was associated with competence levels, with in-service training showing a stronger relationship with diagnostic competence compared with undergraduate training.Conclusion: Medical residents demonstrate low self-assessed competence and limited engagement in OD recognition and reporting. The findings suggest that not only the presence but also the timing and context of training are important, with clinically oriented training appearing more closely associated with improved competence. Strengthening postgraduate and in-service education, along with structural support mechanisms, may improve OD recognition and reporting.