scholarly journals Perfectionism in and its association with academic performance in medical students Studying at Iran University of Medical Sciences (Preprint)

2018 ◽  
Author(s):  
Ladan Fata ◽  
Shoaleh Bigdeli ◽  
Seyedeh Zahra Nahardani ◽  
, Mohammad Hasan Keshavarzi ◽  
, Mohammad Hasan Keshavarzi
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Medical Sciences ◽  
Basic Sciences ◽  
Personality Dimension ◽  
Grade Point ◽  
Parametric Data ◽  
Significant Difference ◽  
Maladaptive Perfectionism ◽  
Adaptive Perfectionism

BACKGROUND Perfectionism is a personality dimension of everyone. A perfectionist strives for excellence and sets high standards for his performance. Perfectionism can be classified into adaptive or maladaptive patterns, which affects academic performance. OBJECTIVE In this study perfectionism is compared between medical students of basic sciences and internship period and its association with their academic performance is investigated METHODS The Persian translated version of Hill perfectionism questionnaire was used. The validity and reliability of this version were confirmed in Jamshidi et al study, which was frequently used in various Iranian studies. In this study the questionnaire has been administered to two groups of medical students (basic sciences students and interns) of Iran University of Medical Sciences (n=49). In addition, the correlation of total Grade Point Average (GPA) of students with perfectionism dimensions was evaluated. Kolmogorov-Smirnov test was applied to analyze the normality of data distribution, Mann-Whiney U test was used for between-group comparison of non-parametric data and student t-test was applied to analyze parametric data. Further, Pearson and Spearman correlation coefficient tests were used to analyze the correlation between variables. P value was considered significant (P<0.05). RESULTS The basic sciences students had a higher total mean score of perfectionism than the interns (193.4±26.5 vs. 178.1±24.2, p=0.000). The adaptive perfectionism rate was higher in the basic sciences group (p=0.000), but it showed no significant difference with that of the interns. Regarding perfectionism domains, the scores of striving for excellence, purposefulness and need for approval were higher in basic sciences group (p=0.00), and there was no significant difference between the groups in other domains. Maladaptive perfectionism had an inverse correlation with GPA (p=0.01, r=-0.3) and there was no correlation with adaptive perfectionism and gender. CONCLUSIONS The study findings showed that positive perfectionism was higher in basic sciences students, and maladaptive perfectionism was correlated with a drop in GPA in both groups.

scholarly journals Quality of Educational Services from the Viewpoint of Medical Students in three stages: Basic sciences, Externship and internship of Alborz University of Medical Sciences

2019 ◽  
Author(s):  
R Norouzinia ◽  
M Arabi ◽  
M Hedayat Yaghoubi ◽  
SH Mojahed
Keyword(s):  
Medical Students ◽  
Two Dimensions ◽  
T Test ◽  
Educational Services ◽  
Total Quality ◽  
Medical Sciences ◽  
Basic Sciences ◽  
Significant Difference ◽  
Three Stages

Introduction: The SERVQUAL model is one of the most common models used for assessing the quality of educational services. The purpose of this study was to investigate the quality of educational services based on SERVQUAL model in viewpoint of medical students of Alborz University of Medical Sciences in three stages: basic sciences, externship and internship. Methods: The present study was a cross-sectional descriptive analytical study in which 332 medical students were enrolled in three stages: basic sciences, externship and internship randomly. The data gathered using a questionnaire of 25 questions which was designed based on the standardized SERVQUAL questionnaire. Data were analyzed using descriptive statistics, paired t-test, independent t-test and one way ANOVA with Spss V.24.0. Result: The results showed that there was a significant difference between the expectations and perceptions of medic al students in all aspects and in total score and their expectations had not been met. The maximum gap was related to the assurance dimension and the lowest gap was related to the reliability dimension. The overall gap was also 1.50. In addition, students' expectations at different stages were different in all aspects except "tangible dimensions" and "total quality of services". But their perception was different in two dimensions of tangible and reliable. Conclusion: According to the results of this study, the students are dissatisfied with the current condition in the university and there is a long way to accomplish the desired status and satisfaction of the students as the main customers of the university’s educational services, and in many cases there is a need to evaluate and improve the conditions.

scholarly journals Relationship of Extroversion Dimension with Academic Performance of Medical Students

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Dr. Ramyashilpa. D. Nayak
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Sampling Technique ◽  
Personality Factors ◽  
Personality Factor ◽  
School Students ◽  
Personality Dimension ◽  
Grade Point ◽  
Study Results ◽  
Academic Grades

Most people know that academic performance generally refers to how well a student is accomplishing his or her tasks and studies, but there are quite a number of factors that determine the level and quality of students’ academic performance. Certainly the most well-known indicator of academic performance, grades is the student’s “score” for their classes and overall tenure. Grades are most often a tallying or average of assignment and test scores and may often be affected by factors such as attendance and instructor opinion of the student as well. Grading systems vary greatly by country and school; common scales include a percentage from 1-100, lettering systems from A-F, and grade point averages (GPA) from 0-4.0 or above. Academic Performance of medical school students is predisposed by personality dimension extroversion has been concentrated in the present study. The main objective of the study was to determine the extroversion score among the medical students and find out the correlation between extroversion and their academic performance. Participants for this study were 70 Phase-I year 1Medical Students of USM-KLE International Medical Programme Belgaum, Karnataka, India. They were selected by purposive sampling technique. Eysanck personality Inventory was administered to find out the extroversion scores among the students and these scores were compared with academic grades. For this process Carl Pearson’s Correlation coefficient method was carried out. The results reveal that there is no significant correlation between academic performance and extroversion (‘t’ Value 0.23 which is not Significant at 0.05 level of significance). Even though the personality factor extroversion has relation with the academic performance which many previous scientific researches show but the present study results of negative correlation nullifies the significance. The implication of this study was to develop an understanding and thoughtfulness among the medical students that the personality factors have an influence on their academic performance.

scholarly journals Prevalence of dysmenorrhoea, associated risk factors and its relationship with academic performance among graduating female university students in Ethiopia: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e043814
Author(s):  
Mesfin Tadese ◽  
Andargachew Kassa ◽  
Abebaw Abeje Muluneh ◽  
Girma Altaye
Keyword(s):  
Risk Factors ◽  
Academic Performance ◽  
University Students ◽  
Cross Sectional Study ◽  
Secondary Outcome ◽  
Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Significant Difference ◽  
Associated Risk Factors

ObjectivesThe study aimed to provide an association between dysmenorrhoea and academic performance among university students in Ethiopia. Further, the study attempts to determine the prevalence and associated risk factors of dysmenorrhoea.Design and methodInstitution-based cross-sectional study was conducted from 1 April to 28 April 2019. A semistructured and pretested self-administered questionnaire was used to collect data. Binary logistic regression analysis and one-way analysis of variance were performed to model dysmenorrhoea and academic performance, respectively.Setting and participantsEthiopia (2019: n=647 female university students).OutcomesThe primary outcome is dysmenorrhoea, which has been defined as painful menses that prevents normal activity and requires medication. The self-reported cumulative grade point average of students was used as a proxy measure of academic performance, which is the secondary outcome.ResultsThe prevalence of dysmenorrhoea was 317 (51.5%). The educational status of father (adjusted OR (AOR) (95% CI) 2.64 (1.04 to 6.66)), chocolate consumption (AOR (95% CI) 3.39 (95% 1.28 to 8.93)), daily breakfast intake (<5 days/week) (AOR (95% CI) 0.63 (0.42 to 0.95)), irregular menstrual cycle AOR (95% CI) 2.34 (1.55 to 3.54)) and positive family history of dysmenorrhoea AOR (95% CI) 3.29 (2.25 to 4.81)) had statistically significant association with dysmenorrhoea. There was no statistically significant difference in academic performance among students with and without dysmenorrhoea (F (3611)=1.276, p=0.28)).ConclusionsDysmenorrhoea was a common health problem among graduating University students. However, it has no statistically significant impact on academic performance. Reproductive health officers should educate and undermine the negative academic consequences of dysmenorrhoea to reduce the physical and psychological stress that happens to females and their families.

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 Residential status of medical students as a factor affecting formative and summative academic performance in Forensic Medicine at Rehman Medical College, Peshawar, Pakistan

2020 ◽  
Vol 6 (1) ◽  
pp. 07-10
Author(s):  
Khalil-Ur -Rehman ◽  
Rizwan Faisal ◽  
Rizwan Qaisar ◽  
Mian Mujahid Shah
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Forensic Medicine ◽  
Residential Status ◽  
Medical College ◽  
Significant Difference ◽  
The Subject ◽  
The Mean ◽  
The Impact

Introduction: A rigorous characterization of the impact of residential status of medical students (hostelites vs. day scholars) on the particulars of their academic performance has been lacking in Pakistan. Objective: To determine the relation of residential status of third year MBBS students to their academic performance in Forensic Medicine based on comparison of their pre-professional and professional examinations results during 2019. Materials & Methods: A comparative study was conducted from August to October 2019 on the examination performance of third year MBBS students of Rehman Medical College, Peshawar in the subject of Forensic Medicine. The results of theory and viva pre-professional and professional examinations were compared and categorized by residential status of students (Hostelites or Day Scholars). Students were categorized into groups according to their academic performance. Descriptive and Comparative data analysis was performed by SPSS 22.0, keeping p≤0.05 as significant. Results: No significant difference was found in the mean marks of hostelites and day scholars in pre-professional and professional examinations. The trend of significant improvement from pre-professional to professional examinations was similar in both groups, and it applied to both the theory and viva examinations. A significant correlation existed between the performance in two examinations among all students with no difference between the hostelites and day scholars. Conclusion: Residential status of MBBS students had no effect on their academic performance in the subject of Forensic Medicine. Keywords: Academic performance, Forensic Medicine, hostelites, day scholars

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 Impact and Perception of Social Networking Sites on Academic Performance of Medical Students

2019 ◽  
Vol 15 (2) ◽  
pp. 119-124
Author(s):  
Hari Prasad Upadhyay ◽  
Prativa Sedain
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Social Networking ◽  
Social Networking Sites ◽  
Negative Relationship ◽  
Social Networking Site ◽  
Structure Questionnaire ◽  
Cross Sectional ◽  
Grade Point ◽  
The Impact

Background: A social networking site is an online platform that allows users to create a public profile and interact with other users on the website. The emergence of Social Networking Sites has broadened the base of contact, interaction and communication among people living round the globe via internet. Millions of students are logging in to these social networking sites, everyday. That’s why many students have been blaming various social networking sites for their steady decrease in grade point averages and has affected their study time, poor grammar and wrong spellings when socializing on social media as well as diverting their attention from their studies. The objective of this research is to find the impact and perception of social networking sites on academic performance of medical students. Methods: A descriptive cross-sectional study design conducted among 230 Medical students of MBBS, BPH, Pharmacy and BN Nursing’s students. A well-structured questionnaire was prepared and which were distributed among students using probability sampling technique (random number table). Results: The response of 230 students was collected by using well structure questionnaire. The mean±SD of students age was 21.87±2.16 years. Majority of the students were in the age group 20-25 years. Majority of them were female by gender and Hindu by religion. They most commonly used social networking site was face book/messenger (48.7%) followed by YouTube (41.3%). The main aim of using these sites is to update with their family, friends and for entertainment. Nearly 60% students told that there are negative effects of using social networking sites. And only 15.6% students used these sites only for academic purpose. Conclusions: This study revealed that majority of the students used mobile phone as a device and Wi-Fi in their place of residence. The overall perception of students towards social networking sites is positive. Excessive use of these sites decreases their academic performance which conclude that there is Negative relationship between the use of social networking sites and academic performance which in turn negatively affect their academic results.

Admission Characteristics and Academic Performance of Podiatric and Osteopathic Medical Students at Des Moines University

2010 ◽  
Vol 100 (4) ◽  
pp. 276-280 ◽  
Author(s):  
Robert M. Yoho ◽  
Vassilios Vardaxis ◽  
Kathryn Comstock
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Medical Curriculum ◽  
Retention Rates ◽  
Grade Point ◽  
Student Groups ◽  
Medical College ◽  
Des Moines ◽  
Academic Courses ◽  
The Difference

Background: Podiatric and osteopathic medical students at Des Moines University take the same basic science medical curriculum. The first course students complete is medical biochemistry. The final common course is the second-year medical pharmacology course. Attrition typically occurs between these academic offerings. We sought to compare admissions data, retention rates, and academic performance between these two groups of medical students for the classes of 2008 to 2011. Methods: Average admission scores, performance scores for the biochemistry and medical pharmacology courses, and retention rates for the 2008 to 2011 classes were obtained from the registrar and enrollment offices. One-way analysis of variance was used to compare the scores of the two cohorts. Linear regression was used to identify changes across time. Results: The DO students showed significantly better performance than the DPM students in matriculating overall and science grade point averages, total Medical College Admissions Test scores, retention rates, and the medical biochemistry course (P &lt; .01). There was no difference in the performance of the student groups in the medical pharmacology course. The DPM student scores across the four classes increased for both academic courses, whereas the DO student scores remained at the same level for medical biochemistry, at a rate of 0.74% per year (R2 = 0.50), and pharmacology, at a rate of 0.90% per year (R2 = 0.49). Conclusions: Admissions data and initial academic performance of osteopathic medical students were higher than those of podiatric medical students. Once attrition occurred in year 1, the difference in academic performance between these groups of students was no longer statistically significant, and students in both medical programs at that time in the curriculum are equally academically qualified. (J Am Podiatr Med Assoc 100(4): 276–280, 2010)

Sign in / Sign up

Export Citation Format

Share Document