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Thomson CJ, Lesser IA, Hatfield GL. Psychological and physiological effects of an acute bout of yoga before a simulated academic exam in university students. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2024:1-11. [PMID: 38330344 DOI: 10.1080/07448481.2024.2308267] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Accepted: 01/10/2024] [Indexed: 02/10/2024]
Abstract
Objective: Test anxiety is common among nursing students. Yoga is one form of physical activity which may be beneficial for pretest anxiety. Participants: Thirteen undergraduate students (85% nursing majors, 15% awaiting program entry, 20 ± 4.9 years of age) completed the crossover design study. Methods: Participants completed a yoga or control intervention (independent quiet study) on opposing testing days. At three time points, participants provided ratings of anxiety (visual analog scales), saliva samples for cortisol and alpha amylase, and seated heart rate variability (HRV, time and frequency domains) was recorded. Results: Yoga prior to a simulated exam had a positive impact on subjective measures of stress but did not positively impact cortisol or HRV compared to the control condition. Conclusions: There may be benefits to participating in 30 min of moderate intensity yoga for reduced perception of stress before a scholarly examination. Further research regarding the impacts of acute yoga on physiological measures of HRV and/or cortisol are warranted.
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Affiliation(s)
| | - Iris A Lesser
- School of Kinesiology, University of the Fraser Valley, Canada
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Alhawari H, Alshelleh S, Alzoubi O, Khanfar AN, Akiely R, Abdallah B, Hajjaj N, Alkhalaileh S, Khader Y. Comparison of Baseline and Test Day Cardiovascular Parameters, Anxiety Scores and Coffee Consumption Among Medical Students Undergoing Objective Structured Clinical Examinations in Jordan. Int J Gen Med 2023; 16:4249-4256. [PMID: 37745136 PMCID: PMC10517688 DOI: 10.2147/ijgm.s432157] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Accepted: 09/15/2023] [Indexed: 09/26/2023] Open
Abstract
Introduction Objective Structured Clinical Examinations (OSCEs) are considered an integral part of the assessment process of many schools of medicine worldwide. Close monitoring by examiners, scrutinized interactions with patients, and fear of the unknown, among other factors have been reported to cause psychological stress among students during the examinations period. In this study, we aimed to assess changes in cardiovascular parameters, anxiety scores, and lifestyle patterns of medical students during their OSCEs as compared to their baseline. Materials and Methods We recruited healthy medical students from our institution's medical school. General demographics, academic, and baseline lifestyle characteristics were collected 1-2 months before the OSCE day. The Generalized Anxiety Disorder 7-item (GAD-7) scale was used to measure anxiety symptoms. Data related to coffee consumption in addition to systolic, diastolic blood pressure and heart rate measurements were collected both at baseline and on OSCE day. Results This study included 325 students (144 (44.3%) males and 181 (55.7%) females). The mean systolic blood pressure, diastolic blood pressure, and heart rate measurements were significantly higher on OSCE day as compared to the baseline. In addition, the daily consumption of coffee increased significantly during OSCE day as compared to the baseline. Although the anxiety score increased during OSCE day compared to the baseline, the difference was not statistically significant. However, the change in anxiety score (OSCE day - baseline) was significantly higher in females compared to males. Conclusion In our study, we observed significant increases in blood pressure, heart rate, and coffee intake on the day of the test compared to baseline measurements. These findings underscore the significance of implementing measures to reduce the harmful effects of stress on students during exam preparations and medical school assessments.
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Affiliation(s)
- Hussein Alhawari
- Department of Internal Medicine, School of Medicine, The University of Jordan, Amman, Jordan
| | - Sameeha Alshelleh
- Department of Internal Medicine, School of Medicine, The University of Jordan, Amman, Jordan
| | - Osama Alzoubi
- Department of Internal Medicine, School of Medicine, The University of Jordan, Amman, Jordan
| | - Asim N Khanfar
- Department of Internal Medicine, School of Medicine, The University of Jordan, Amman, Jordan
| | - Reem Akiely
- Department of Internal Medicine, School of Medicine, The University of Jordan, Amman, Jordan
| | - Bayan Abdallah
- Department of Internal Medicine, School of Medicine, The University of Jordan, Amman, Jordan
| | - Nada Hajjaj
- Department of Internal Medicine, School of Medicine, The University of Jordan, Amman, Jordan
| | - Saja Alkhalaileh
- Department of Internal Medicine, School of Medicine, The University of Jordan, Amman, Jordan
| | - Yousef Khader
- Department of Public Health, Jordan University of Science and Technology, Irbid, Jordan
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Wadi MM, Yusoff MSB, Taha MH, Shorbagi S, Nik Lah NAZ, Abdul Rahim AF. The framework of Systematic Assessment for Resilience (SAR): development and validation. BMC MEDICAL EDUCATION 2023; 23:213. [PMID: 37016407 PMCID: PMC10073620 DOI: 10.1186/s12909-023-04177-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/24/2022] [Accepted: 03/20/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND Burnout and depression among health professions education (HPE) students continue to rise, leading to unwanted effects that ultimately jeopardise optimal medical care and patient health. Promoting the resilience of medical students is one solution to this issue. Several interventions have been implemented to foster resilience, but they focus on aspects other than the primary cause: the assessment system. The purpose of this study is to develop a framework to promote resilience in assessment planning and practice. METHODS We followed the guidelines suggested by Whetten for constructing a theoretical model for framework development. There were four phases in the model development. In the first phase, different literature review methods were used, and additional students' perspectives were collected through focus group discussions. Then, using the data, we constructed the theoretical model in the second phase. In the third phase, we validated the newly developed model and its related guidelines. Finally, we performed response process validation of the model with a group of medical teachers. RESULTS The developed systematic assessment resilience framework (SAR) promotes four constructs: self-control, management, engagement, and growth, through five phases of assessment: assessment experience, assessment direction, assessment preparation, examiner focus, and student reflection. Each phase contains a number of practical guidelines to promote resilience. We rigorously triangulated each approach with its theoretical foundations and evaluated it on the basis of its content and process. The model showed high levels of content and face validity. CONCLUSIONS The SAR model offers a novel guideline for fostering resilience through assessment planning and practice. It includes a number of attainable and practical guidelines for enhancing resilience. In addition, it opens a new horizon for HPE students' future use of this framework in the new normal condition (post COVID 19).
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Affiliation(s)
- Majed Mohammed Wadi
- Medical Education Department, College of Medicine, Qassim University, Buraydah, Saudi Arabia
| | - Muhamad Saiful Bahri Yusoff
- Medical Education Department, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan Malaysia
| | - Mohamed Hassan Taha
- College of Medicine and Center of Medical Education, University of Sharjah, Sharjah, United Arab Emirates
| | - Sarra Shorbagi
- Department of Family and Community Medicine and Behavioral Science, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Nik Ahmad Zuky Nik Lah
- Obstetrics and Gynecology Department, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan Malaysia
| | - Ahmad Fuad Abdul Rahim
- Medical Education Department, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan Malaysia
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Issa R, Sarsour A, Cullip T, Toma S, Ruyssen I, Scheerens C. Gaps and opportunities in the climate change, migration and health nexus: insights from a questionnaire based study of practitioners and researchers. J Migr Health 2023; 7:100171. [PMID: 37034242 PMCID: PMC10074186 DOI: 10.1016/j.jmh.2023.100171] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Revised: 01/10/2023] [Accepted: 03/08/2023] [Indexed: 03/29/2023] Open
Abstract
Background : While climate change and migration are separately recognised as public health challenges, the combination of the two - climate change-induced migration which is predicted to increase through this century - requires further research to ensure population health needs are met. As such, this paper aims to identify initial gaps and opportunities in the nexus of climate change, migration and health research. Methods : We conducted a questionnaire based study of academics and practitioners working in the fields of climate change, migration and health. Open-ended responses were thematically analysed. Results : Responses from 72 practitioners collected in October 2021 were categorised into a thematic framework encompassing i) gaps and opportunities: across health care and outcomes, impact pathways between climate change and migration, most at risk groups (specific actors) and regions, and longitudinal perspectives on migrant journeys; alongside ii) methodological challenges; iii) ethical challenges, and iv) advancing research with better funding and collaboration. Broadly, findings suggested that research must clarify the interlinkages and drivers between climate change, migration, health (systems), and intersecting factors including the broader determinants of health. Study of the dynamics of migration needs to extend beyond the current focus of rural-urban migration and international migration into high income countries, to include internal displacement and immobile/ trapped populations. Research could better include considerations of vulnerable groups currently underrepresented, people with specific health needs, and focus more on most at-risk regions. Research methodology could be strengthened through better data and definitions, clear ethical guidelines, and increased funding and collaboration. Conclusion : This study describes gaps, challenges and needs within research on the nexus of climate change, migration and health, in acknowledgement of the complexity of studying across multiple intersecting factors. Working with complexity can be supported by using the framework and findings to support researchers grappling with these intersecting themes.
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Affiliation(s)
- Rita Issa
- Institute for Global Health, University College London, London, United Kingdom
- School of International Development, University of East Anglia, Norwich, United Kingdom
- Corresponding author.
| | - Amal Sarsour
- The United Nations University Institute on Comparative Regional Integration Studies (UNU-CRIS), Bruges, Belgium
| | - Teresa Cullip
- Institute for Global Health, University College London, London, United Kingdom
| | - Sorana Toma
- Department of Public Health and Primary Care, Ghent University, Ghent, Belgium
| | - Ilse Ruyssen
- The United Nations University Institute on Comparative Regional Integration Studies (UNU-CRIS), Bruges, Belgium
- Department of Economics, Ghent University, Ghent, Belgium
| | - Charlotte Scheerens
- The United Nations University Institute on Comparative Regional Integration Studies (UNU-CRIS), Bruges, Belgium
- Department of Economics, Ghent University, Ghent, Belgium
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Brisson BA, Dobberstein R, Monteith G, Jones-Bitton A. Excellent Agreement of In-Person Scoring versus Scoring of Digitally Recorded Simulated Suture Skills Examination. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 50:e20210164. [PMID: 35797487 DOI: 10.3138/jvme-2021-0164] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
This study's objective was to evaluate the agreement between in-person performance scores and digitally recorded assessment scores by the same examiner using a simulated suturing skill examination. With ethics approval, veterinary students underwent a simulated skills examination proctored by an in-person examiner and simultaneously digitally recorded using two wide-angle cameras mounted overtop and to the side of the surgical field. Performance scores were based on a nine-item rubric. In-person examination scores were compared for agreement with those obtained by blind review of the digital recording of the same session, by the same examiner, 6-18 months following the in-person examination. Thirty-nine students were enrolled. All rubric categories could be assessed during digital assessment of the recording from the camera mounted above the surgical area. In two instances, the side digital recording had to be reviewed to confirm correct needle holder grip. Concordance correlation between performance scores from in-person and post hoc digital assessment was excellent (r = .93). The excellent agreement between in-person and digital assessment suggests that digitally recording skills examinations can provide adequate suturing skills assessment, presenting several benefits. Digitally recorded assessment allows for anonymity, which can reduce assessor bias/favoritism, provide a record of performance that students can review and critically self-reflect upon, and reduce the number of in-person examiners required to complete surgical skills examinations. Additionally, digitally recorded assessment could become an option for students who experience anxiety performing a skills exam in the presence of an examiner.
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Wadi M, Yusoff MSB, Abdul Rahim AF, Lah NAZN. Factors affecting test anxiety: a qualitative analysis of medical students' views. BMC Psychol 2022; 10:8. [PMID: 34991718 PMCID: PMC8739979 DOI: 10.1186/s40359-021-00715-2] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Accepted: 12/29/2021] [Indexed: 12/03/2022] Open
Abstract
BACKGROUND Medical students are vulnerable to test anxiety (TA), which impacts their professional lives and jeopardizes the optimal health care of their patients. The qualitative exploration of TA among medical students is crucial to understanding the problem. Hence, this study examined medical students' insights into TA and their suggestions on how to reduce it. METHODS We conducted a phenomenological study on medical students at a public university. We utilized focus group discussions (FGDs) to investigate their experiences of TA. The FGDs were transcribed verbatim, and these transcripts were analyzed using Atlas.ti software. The thematic analysis followed the recommended guidelines. RESULTS Seven FGD sessions were conducted with 45 students. Three major themes emerged: the students, their academic resources, and the examiner. Each theme comprised mutually exclusive subthemes. The "students" theme was divided into negative vs. positive thoughts and self-negligence vs. self-care, "academic recources" into heavy curriculum vs. facilitative curricular aids, and "examiner" into criticism vs. feedback and strict vs. kind approaches. CONCLUSION This study provides a solid foundation for policymakers and decision makers in medical education to improve current assessment practices and student well-being. Medical students will be able to significantly alter and reduce TA if they are provided with additional psychological support and their examiners are trained on how to deal with examinees.
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Affiliation(s)
- Majed Wadi
- Medical Education Department, College of Medicine, Qassim University, Buraidah, Saudi Arabia
- Medical Education Department, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan Malaysia
| | - Muhamad Saiful Bahri Yusoff
- Medical Education Department, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan Malaysia
| | - Ahmad Fuad Abdul Rahim
- Medical Education Department, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan Malaysia
| | - Nik Ahmad Zuky Nik Lah
- Obstetrics and Gynecology Department, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan Malaysia
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Vasli P, Shahsavari A, Estebsari F, AsadiParvar-Masouleh H. The predictors of nursing students' clinical competency in pre-internship objective structured clinical examination: The roles of exam anxiety and academic success. NURSE EDUCATION TODAY 2021; 107:105148. [PMID: 34600185 DOI: 10.1016/j.nedt.2021.105148] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Accepted: 09/12/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Identifying the predictors of nursing students' clinical competency in objective structured clinical examination (OSCE) is of utmost importance. Therefore, the present study was to investigate the predictive roles of exam anxiety and academic success in nursing students' clinical competency in the pre-internship OSCE. METHODS In this descriptive-analytical study, a total number of 102 nursing students, meeting the inclusion criteria and enrolled in the sixth semester (third year) of the graduate nursing program in Iran, were firstly selected by the census method. The pre-internship OSCE was then implemented at eight stations based on a pre-designed schedule template. The required data were also collected through a demographic-academic characteristics questionnaire and the State-Trait Anxiety Inventory to determine the exam anxiety score, the nursing program grade point average (GPA) to reflect on the levels of academic success, and the OSCE score to control clinical competency. The data analysis was also performed at the significance level of 0.05. RESULTS The linear regression model, in which the exam anxiety, the nursing program GPA, and the demographic-academic characteristics variables had been imported, could explain 33.52% of the variance of the nursing students' clinical competency in the pre-internship OSCE (R2 = 0.616). Of the variables concerned, only the nursing program GPA could be a significant predictor of the nursing students' clinical competency scores in the OSCE, so that 0.8 points were added to the clinical competency scores in the OSCE as the nursing program GPA increased by one unit (p = 0.000, β = 0.717), but no significant relationship was observed between exam anxiety and clinical competency in the pre-internship OSCE among the nursing students. CONCLUSIONS The results of this study endorsed the use of the OSCE in assessing the nursing students' clinical competency and implementing learning strategies to strengthen the levels of academic success in such individuals.
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Affiliation(s)
- Parvaneh Vasli
- Department of Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
| | - Arezoo Shahsavari
- Department of Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Fatemeh Estebsari
- Department of Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
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Bobos P, Pouliopoulou DV, Harriss A, Sadi J, Rushton A, MacDermid JC. A systematic review and meta-analysis of measurement properties of objective structured clinical examinations used in physical therapy licensure and a structured review of licensure practices in countries with well-developed regulation systems. PLoS One 2021; 16:e0255696. [PMID: 34343213 PMCID: PMC8330929 DOI: 10.1371/journal.pone.0255696] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2021] [Accepted: 07/21/2021] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND The Objective Structured Clinical Examination (OSCE) is a commonly used tool internationally to assess clinical competency. Physical therapy (PT) licensure processes vary internationally. The OSCE is the tool used in Canada to assess clinical competency for PT graduates seeking licensure. Previous studies that examined the measurement properties of OSCEs present contradictory results. OBJECTIVES The first objective was to investigate the reliability and validity of OSCEs when administered to PTs during their education or as part of a licensure process. The second objective was to conduct a structured review to report PT educational and licensing components and policies in 17 countries with well-developed PT regulation systems. METHODS An electronic search was performed in four databases from inception to 31st March 2021 to identify relevant articles. Two reviewers performed the critical appraisal of the included studies using a validated quality assessment tool. We deployed a random effects meta-analysis on reliability and validity estimates of OSCEs and examined sources of heterogeneity with univariate meta-regressions. We searched websites of professional regulatory bodies and associations for data on educational and licencing components and policies. Educational and licensing components across countries were synthesized descriptively. RESULTS A pooled estimate of Cronbach's alpha of 0.55, (95% CI: 0.41, 0.67) was determined for OSCEs. The pooled estimate of Intraclass Correlation Coefficient (ICC) between assessors was 0.77 (95% CI: 0.70, 0.83). The pooled estimate of Pearson Correlation between multiple OSCE stations' scores was 0.27 (95% CI: 0.15, 0.39); and between each station score and the total score was 0.71 (95% CI: 0.61, 0.79). The pooled estimates for kappa Coefficients were 0.75 (95% CI: 0.58, 0.86) and 0.84, (95% CI: 0.72, 0.91) for intra-rater and inter-rater reliability of the standardised patient respectively. From the 17 included countries, Canada (excluding Quebec) was the only country that required both a clinical and written competency exam following graduation from an accredited PT program. Two countries (USA, UAE) required a written competency exam. The remaining 14 countries did not require an additional competency examination after completion of degree requirements from an accredited program. CONCLUSIONS We found weak evidence that OSCE examinations items are internally consistent when used to assess PTs. Canada (excluding Quebec) is the only country out of 17 implementing a national clinical competency examination for their PT graduates to achieve licensure after completing professional degree requirements.
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Affiliation(s)
- Pavlos Bobos
- School of Physical Therapy, Faculty of Health Science, Western University, London, ON, Canada
- Roth McFarlane Hand and Upper Limb Centre, St. Joseph’s Hospital, London, ON, Canada
- Department of Clinical Epidemiology and Health Care Research, Dalla Lana School of Public Health, Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, ON, Canada
- Applied Health Research Centre, Li Ka Shing Knowledge Institute of St. Michael’s Hospital, Toronto, ON, Canada
| | - Dimitra V. Pouliopoulou
- Institute of Cardiovascular and Medical Sciences, University of Glasgow, Glasgow, United Kingdom
- Department of Hygiene, Epidemiology and Medical Statistics, National and Kapodistrian University of Athens, Athens, Greece
| | - Alexandra Harriss
- School of Physical Therapy, Faculty of Health Science, Western University, London, ON, Canada
| | - Jackie Sadi
- School of Physical Therapy, Faculty of Health Science, Western University, London, ON, Canada
| | - Alison Rushton
- School of Physical Therapy, Faculty of Health Science, Western University, London, ON, Canada
| | - Joy C. MacDermid
- School of Physical Therapy, Faculty of Health Science, Western University, London, ON, Canada
- Roth McFarlane Hand and Upper Limb Centre, St. Joseph’s Hospital, London, ON, Canada
- School of Rehabilitation Science, McMaster University, Hamilton, ON, Canada
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Ferreira ÉDMR, Pinto RZ, Arantes PMM, Vieira ÉLM, Teixeira AL, Ferreira FR, Vaz DV. Stress, anxiety, self-efficacy, and the meanings that physical therapy students attribute to their experience with an objective structured clinical examination. BMC MEDICAL EDUCATION 2020; 20:296. [PMID: 32912221 PMCID: PMC7488334 DOI: 10.1186/s12909-020-02202-5] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2020] [Accepted: 08/18/2020] [Indexed: 05/30/2023]
Abstract
BACKGROUND Excessive stress and anxiety can impair learning. The objective structured clinical examination (OSCE) is a valuable tool to assess and promote the acquisition of clinical skills. However, significant OSCE-related stress and anxiety are frequently reported. The aim of this study was to investigate the relationships between physiological stress, self-reported levels of anxiety due to an OSCE, self-efficacy, and the meanings that physical therapy students attribute to their experience with the exam. DESIGN Concurrent mixed methods study. METHODS A total of 32 students took part in this study. All were enrolled in the third semester of a 10-semester Physical Therapy Bachelor Program. Salivary cortisol levels, self-reported anxiety (State-Trait Anxiety Inventory, STAI) were measured before the OSCE. Exam scores and self-efficacy ratings were also recorded. Correlations between variables were tested with the Pearson correlation, with ɑ at 0.05. Semi-structured interviews were used to explore the personal perspectives of students. Thematic analysis was used to investigate emergent themes. RESULTS Trait anxiety scores were significantly higher than normative values (p < 0.001). A high proportion of students showed high (STAI> 49) state anxiety (37.5%) and trait anxiety (65.6%). Salivary cortisol was not associated anxiety (p > 0.05). Neither stress nor anxiety correlated with OSCE scores. A moderate and significant direct correlation was found for self-efficacy scores and OSCE scores (r = 0.475, p = 0.007). Students reported that confidence had a calming effect and led to better self-perceived performance. They also reported that the OSCE can provide meaningful learning experiences despite being stressful. CONCLUSIONS A high proportion of our students reported a stable/lingering negative affect. However, neither stress nor anxiety related to OSCE scores. Students' confidence in their capabilities was correlated with their performance. Their subjective reports suggest that self-confidence may have protected them from the negative effects of stress and anxiety on academic performance.
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Affiliation(s)
| | - Rafael Zambelli Pinto
- Department of Physical Therapy, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG Brazil
| | | | - Érica Leandro Marciano Vieira
- Interdisciplinary Laboratory of Medical Investigation, School of Medicine, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG Brazil
| | - Antônio Lúcio Teixeira
- Interdisciplinary Laboratory of Medical Investigation, School of Medicine, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG Brazil
| | - Fabiane Ribeiro Ferreira
- Department of Physical Therapy, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG Brazil
| | - Daniela Virgínia Vaz
- Department of Physical Therapy, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG Brazil
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Abukhalaf AA, Alomar AA, Alsalame NM, Sumaya OY, Alessa OM, Alasbali MM, Alaska YA. Inappropriate use of beta-blockers among medical and dental students at King Saud University, Riyadh. J Family Med Prim Care 2020; 9:4391-4395. [PMID: 33110866 PMCID: PMC7586521 DOI: 10.4103/jfmpc.jfmpc_696_20] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Revised: 06/10/2020] [Accepted: 07/01/2020] [Indexed: 12/13/2022] Open
Abstract
Aim: Self-medication and inappropriate beta-blocker use have been commonly reported among students. This study aimed to determine the prevalence of inappropriate self-prescription of beta-blockers among medical and dental students. Methods: We conducted a cross-sectional study using a validated self-administered questionnaire distributed via online Google document to all undergraduate medical and dental students, including interns, of King Saud University, Riyadh, Saudi Arabia. Results: Out of 1,240 emails sent, 885 students (627 [70.8%] medical students and 258 [59.2%] dental students) responded to the survey (response rate, 71.4%). Beta-blockers were used by 198 students (22.4%) during their college years, of which 147 (16.6%) used it ≤5 times. The most common reason of using beta-blockers was to relieve stress and anxiety. The most common sources of information for use were their colleagues/fellow students. Self-prescribed beta-blockers were used by 123 students (13.9%). The usual dose consumed was 20 mg in 84 students (9.5%), while 15 (1.7%) experienced side effects. Although male students used beta-blockers more than females, females used beta-blockers at significantly higher doses (>20 mg). Medical students consumed more beta-blockers than dental students did (33.7% versus 0%, P = 0.001). Students in their senior years continued self-prescription and beta-blocker use longer than their juniors. Continued use was associated with their current academic level, who prescribed the drug, their usual dose, and awareness of complications. Conclusion: Two in ten students inappropriately used beta-blockers to relieve their anxiety and stress during examinations, and most of them were self-prescribed.
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Affiliation(s)
| | - Ali Abdullah Alomar
- Department of Emergency, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Nayef Mosleh Alsalame
- Department of Emergency, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Omar Yassin Sumaya
- Department of Emergency, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Omar Mohammed Alessa
- Department of Emergency, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | | | - Yasser A Alaska
- Department of Emergency, College of Medicine, King Saud University, Riyadh, Saudi Arabia
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Evans C. Clinician's Commentary on Zhang and Walton 1. Physiother Can 2018; 70:363-364. [PMID: 30747159 PMCID: PMC6361406 DOI: 10.3138/ptc.2016-102-cc] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Affiliation(s)
- Cathy Evans
- Assistant Professor, Department of Physical Therapy, University of Toronto, and CACE Scientist, Centre for Ambulatory Care, Women's College Hospital, Toronto;
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