scholarly journals Impact of Pre-Exam Anxiety on the Academic Performance of Final Year Medical Students

2020 ◽  
Author(s):  
Hamza Sohail ◽  
Syeda Maria Hassan ◽  
Basma Ali ◽  
Sana Irfan ◽  
Humza Faisal Siddiqui ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Test Anxiety ◽  
High Stress ◽  
High Achievers ◽  
Exam Performance ◽  
Undergraduate Medical Students ◽  
Negative Effects ◽  
Grade Point ◽  
Exam Anxiety

Introduction: Exams are a relatively stressful period for all students, especially undergraduate medical students. Exams bring anxiety and stress for the students. Some students experience such high stress that it hinders their academic productivity and reduces their exam performance. The aim of this study is to assess the effects of pre-exam anxiety on the academic performance of medical students. Methods: Two hundred and twenty-five final year medical students completed Westside Test Anxiety (WTA) Scale one month before their exams. Grade Point Average (GPA) of these students was noted when the results were announced. Data was processed and analyzed using SPSS v 22.0Results: The mean anxiety score on WTA scale was 3.46 ± 0.87. All students (100%) who scored ≤ 2.50 GPA were highly-extremely highly anxious. In the 2.51-3.00 GPA group, 46% were highly-extremely highly anxious, 32% were moderately anxious, and 21% had low to normal anxiety. In the 3.01-3.50 GPA group, 30% were highly-extremely highly anxious, 30% were moderately anxious, and 39% had low to normal anxiety. In the 3.51-4.00 GPA group, 29% were highly-extremely highly anxious, 23% were moderately anxious, and 47% had low to normal anxiety. The correlation coefficient between GPA and test anxiety of students was -.314 which shows inverse relationship.Conclusion: Pre-exam anxiety and stress imparts negative effects on the exam performance of final year medical students. Poor academic performance was associated with high to extremely high pre-exam anxiety while high achievers had relatively lower anxiety levels.

scholarly journals Stress and Its Association with the Academic Performance of Undergraduate Fourth Year Medical Students at Universiti Kebangsaan Malaysia

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Harlina H Siraj ◽  
Salam A ◽  
Roslan R ◽  
Hasan NA ◽  
Jin TH ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Stress Level ◽  
High Stress ◽  
Cross Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Close Family Member ◽  
Negative Effect

Introduction: Student can be stressed due to different stressors such as academic, financial, health related or loss of close family member or friend, etc. Stress is the bodies’ reaction both neurologically and physiologically to adapt to the new condition. Stress has a negative effect on the academic performance of the students. This study was aimed to explore the stress and stressors and also to determine the association between stress levels and the academic performances in terms of cumulative grade point average (CGPA) of undergraduate medical students. Methods: It was a cross-sectional study conducted among all 234 year-4 medical students of Universiti Kebangsaan Malaysia (UKM), session 2011-2012. Sample size comprised of 179 students after fulfilling all inclusion and exclusion criteria. A validated Medical Students’ Stressor Questionnaire (MSSQ) was used to collect the data. Stress level and its association with CGPA of semester-1 examination were analysed. Results: Response rate was 76.49%, where 72% were female and 69% resided in the hostel. Academic Related and Social-related Stressors caused for severe and high stress in 84% and 49% respondents respectively, with insignificant differences between gender and residency. Respondents with a high and severe stress level were observed to have higher CGPA. Conclusion: UKM medical students are highly resourceful to manage their stress well and thus denying the negative effect of stress towards their academic performance. Medical schools should train students exposing various personal and professional developmental activities that able to face the everyday challenges and manage stress well and thereby achieve better academic performance.

scholarly journals Selected Skill Sets As Building Blocks for Secondary-To-Tertiary Education Bridge: A Retrospective Longitudinal Study Among Undergraduate Medical Students

2021 ◽  
Author(s):  
Laila Alsuwaidi ◽  
Farah Otaki ◽  
Amar Hassan Khamis ◽  
Reem AlGurg ◽  
Ritu Lakhtakia
Keyword(s):  
Academic Performance ◽  
Longitudinal Study ◽  
Medical Students ◽  
Multiple Stressors ◽  
Tertiary Education ◽  
Building Blocks ◽  
Undergraduate Medical Students ◽  
Grade Point ◽  
Skill Sets ◽  
Proficiency Scores

Abstract Background: The secondary-to-tertiary education transition is a significant milestone in the students’ academic journeys. This is particularly relevant to entry into medical schools, which is characterized by multiple stressors. Although this crucial transition has been repetitively explored, the concept of proactively intervening to support this transition, by fostering Self- Regulated Learning, is still novel. Accordingly, through this study, the authors investigate the efficacy of an online Multi-dimensional Resilience Building Intervention and analyse the association between the students' proficiency of selected skill sets and their academic performance over time. Methods: A retrospective longitudinal study was conducted on one cohort of undergraduate medical students. The students were offered an online learning and development intervention around four skill sets during the first curricular year of an undergraduate Bachelor of Medicine, Bachelor of Surgery program. Deidentified data, related to the students' proficiency of the four selected skill sets and the students’ academic performance: Grade-Point-Average, were retrieved. The data was analysed using SPSS for Windows version 27.0. Results: Out of the 63 admitted students, 28 participated in the offered intervention. The correlational analysis showed how increase in the overall score of skill sets proficiency was significantly associated with Year 1 GPA and cGPA. The students’ proficiency in the respective skill sets, however, was independent from their Year 2 GPA. Additionally, the performance of the students seemed to be not associated with their proficiency scores in each of the selected skill sets, independently. Conclusions: The innovative intervention of developing selected skill sets constituted an efficacious bridge to facilitate the secondary-to-tertiary education transition. Adapting such a multi-dimensional, resilience building intervention holds the potential of facilitating the students’ entry into medical school and improving their performance. As the medical student progresses, the acquired skills need to be continuously reinforced and effectively built upon.

scholarly journals The importance of motivation in selecting undergraduate medical students for extracurricular research programmes

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260193
Author(s):  
Belinda W. C. Ommering ◽  
Floris M. Van Blankenstein ◽  
Merel van Diepen ◽  
Nelleke A. Gruis ◽  
Ada Kool ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Intrinsic Motivation ◽  
Motivational Factors ◽  
Drop Out ◽  
Future Research ◽  
Undergraduate Medical Students ◽  
Grade Point ◽  
Research Programmes ◽  
Physician Scientists

Introduction Extracurricular research programmes (ERPs) may contribute to reducing the current shortage in physician-scientists, but usually select students based on grades only. The question arises if students should be selected based on their motivation, regardless of their previous academic performance. Focusing on grades and lacking to take motivation into account when selecting students for ERPs might exclude an important target group when aiming to cultivate future physician-scientists. Therefore, this study compared ERP students with lower and higher previous academic performance on subsequent academic performance, ERP performance, and motivational factors. Methods Prospective cohort study with undergraduate medical students who filled in a yearly questionnaire on motivational factors. Two student groups participating in an ERP were compared: students with first-year grade point average (GPA) ≥7 versus <7 on a 10-point grading scale. Linear and logistic regressions analyses were used to compare groups on subsequent academic performance (i.e. third-year GPA, in-time bachelor completion), ERP performance (i.e. drop-out, number of credits), and motivational factors (i.e. intrinsic motivation for research, research self-efficacy beliefs, perceptions of research, curiosity), while adjusting for gender and motivational factors at baseline. Results The <7 group had significantly lower third-year GPA, and significantly higher odds for ERP drop-out than the ≥7 group. However, there was no significant between-group difference on in-time bachelor completion and the <7 group was not inferior to the ≥7 group in terms of intrinsic motivation for research, perceptions of research, and curiosity. Conclusions Since intrinsic motivation for research, perceptions of research, and curiosity are prerequisites of future research involvement, it seems beneficial to focus on motivation when selecting students for ERPS, allowing students with lower current academic performance to participate in ERPs as well.

scholarly journals ONLINE TEST ANXIETY AND EXAM PERFORMANCE OF INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME STUDENTS UNDER E-PROCTORED EXAMS AMID COVID-19

2021 ◽  
Vol 79 (6) ◽  
pp. 942-955
Author(s):  
G S Prakasha ◽  
KY Hemalathaa ◽  
Ponni Tamizh ◽  
Bhola Bhavna ◽  
Anthony Kenneth
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
International Baccalaureate ◽  
Sampling Technique ◽  
Future Research ◽  
Exam Performance ◽  
Online Test ◽  
Significant Difference ◽  
Online Examination ◽  
Exam Anxiety

Outbreak of COVID-19, online examination, and e-proctoring have caused more exam anxiety and affected exam performance among students’ studying in International Baccalaureate (IB) Diploma Programme (DP). Therefore, the present research aimed to find effect of online test anxiety on academic performance of IBDP students in the subjects related to science, technology, engineering, and mathematics (STEM). Study employed quantitative descriptive survey research design and administered survey questionnaire to 200 IB DP students who took online test during COVID-19 through convenient sampling technique. Sample included both first and final year DP students with due representation to boys and girls. Results of the study revealed a moderate negative correlation between online test anxiety and academic performance of IBDP students in STEM subjects. Regression analysis explained 14.1% variation in the STEM subject performance because of online exam anxiety under e-proctored condition. There exists a statistically significant difference between first and final year students’ online exam anxiety and STEM subject average grades. Future research may focus on conducting comfortable online examination methods with no additional exam anxieties. Keywords: International Baccalaureate (IB), Diploma Programme (DP), e-proctored test, virtual examination

scholarly journals Does test anxiety and gender have an impact on OSCE Performance among medical students?

2021 ◽  
Vol 20 (11) ◽  
Author(s):  
Farzana Rizwan Arain
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Test Anxiety ◽  
Pearson Correlation ◽  
P Value ◽  
Sample Population ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
Study Results

Objective: to determine the association of test anxiety on OSCE performance of medical students in Taif Medical College. Study Design: The survey research design was used to conduct the research. Place and Duration of study: This was a comparative cross sectional study conducted on the 3rd, 4thand 5th year medical students in Taif Medical College of Taif University KSA. Materials & Methods: A ten item questionnaire developed by Nist and Diehl (1990) for determining mild or severe levels of TA experienced by students was used in the study. Results: A total of 518 students participated in the survey. The majority of the sample population was male 319 (61%) and 199 (39%) were females. Our results showed that a greater proportion (21%) of the male students, as compared to their counterparts, were in the group having high level of anxiety during test. It was observed that the 3rd year students performed poorly on TA and scored high on the scale. The difference observed in proportions was also statistically significant (Chi square 65.97, p value 0.000001). There was a significant negative correlation between the test anxiety and students performance in oral structured examination (OSCE). Pearson correlation coefficient of -0.45 and a p value < 0.0001 was observed. Conclusion: We conclude that test anxiety is experienced by a large number of undergraduate medical students of Taif Medical University. Anxiety has a negative effect on overall academic performance; female students were also more affected compared to their male counterparts. Key Words: Test anxiety, gender, medical students, academic performance

scholarly journals Volunteering Among Pre-clinical Medical Students: Study of Its Association With Academic Performance Using Institutional Data.

2021 ◽  
Author(s):  
Laila Alsuwaidi ◽  
Leigh Powell ◽  
Deena Alhashmi ◽  
Amar Hassan Khamis ◽  
Nabil Zary
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
United Arab Emirates ◽  
Positive Impact ◽  
Curriculum Planning ◽  
Undergraduate Medical Students ◽  
Grade Point ◽  
Institutional Data ◽  
Education Experience ◽  
Reported Data

Abstract Background: Participating in volunteering activities during students’ higher education experience is becoming more commonplace. Studies have noted that volunteering has a positive impact on the academic performance of undergraduate medical students. However, the majority of these studies rely on self-reported data like surveys, interviews, and journals. In this study, we leverage actual institutional data to examining the relationship between volunteering and academic performance among medical students in the pre-clinical phases of the Bachelor of Medicine and Bachelor of Surgery (MBBS) program. The current study also explores the factors that might influence the studied relationship. Methods: A retrospective-longitudinal analysis was conducted in the College of Medicine at the Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU) in Dubai, United Arab Emirates. Three years of volunteering records for three cohorts of undergraduate medical students enrolled in the MBBS program between 2016 – 2018 were reviewed and analyzed to complete this study. In addition, the correlation between the Annual Grade Point Average (AGPA) and volunteering was studied, and the regression coefficients for the two variables were observed across the three cohorts in each study year. Results: Analysis of 153 undergraduate medical students' volunteering records revealed a significant positive relationship between the AGPA and the number of volunteering in year two. The correlation was insignificant in year one, year three, and across the three cohorts. Conclusions: The association between academic performance and volunteering among undergraduate medical students appeared to be positive. However, this relationship differs across the pre-clinical study years in medical school and is likely influenced by factors that impact students’ motivation towards volunteering. Therefore, having the volunteerism program embedded in curriculum planning and testing students’ personality traits related to volunteering motivation, are aspects to be explored to enhance medical students’ learning and professional development through volunteerism.

Study Behaviors and Their Relationships to Test Anxiety and Academic Performance

1972 ◽  
Vol 30 (2) ◽  
pp. 407-410 ◽  
Author(s):  
George J. Allen ◽  
Wayne M. Lerner ◽  
James J. Hinrichsen
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Multivariate Regression Analysis ◽  
Study Data ◽  
Self Report ◽  
Grade Point ◽  
Academic Aptitude ◽  
Relevant Variables ◽  
Study Behaviors ◽  
High School Rank

Multivariate regression analysis of academic aptitude, test anxiety, and self-report study data from 122 undergraduates indicated high school rank to be the best predictor of grade point average. The number of days Ss reported studying and one test anxiety scale also added significantly to the prediction. Analysis of the study-relevant variables across the semester indicated differential patterns of study existed for students with good, average, and poor grades. The relative independence of test anxiety and study behaviors suggested that the latter class of variables might profitably be used to increase prediction of academic performance.

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