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Neuwirt H, Eder IE, Gauckler P, Horvath L, Koeck S, Noflatscher M, Schaefer B, Simeon A, Petzer V, Prodinger WM, Berendonk C. Impact of familiarity with the format of the exam on performance in the OSCE of undergraduate medical students - an interventional study. BMC MEDICAL EDUCATION 2024; 24:179. [PMID: 38395807 PMCID: PMC10893607 DOI: 10.1186/s12909-024-05091-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Accepted: 01/24/2024] [Indexed: 02/25/2024]
Abstract
BACKGROUND Assessments, such as summative structured examinations, aim to verify whether students have acquired the necessary competencies. It is important to familiarize students with the examination format prior to the assessment to ensure that true competency is measured. However, it is unclear whether students can demonstrate their true potential or possibly perform less effectively due to the unfamiliar examination format. Hence, we questioned whether a 10-min active familiarization in the form of simulation improved medical students´ OSCE performance. Next, we wanted to elucidate whether the effect depends on whether the familiarization procedure is active or passive. METHODS We implemented an intervention consisting of a 10-min active simulation to prepare the students for the OSCE setting. We compared the impact of this intervention on performance to no intervention in 5th-year medical students (n = 1284) from 2018 until 2022. Recently, a passive lecture, in which the OSCE setting is explained without active participation of the students, was introduced as a comparator group. Students who participated in neither the intervention nor the passive lecture group formed the control group. The OSCE performance between the groups and the impact of gender was assessed using X2, nonparametric tests and regression analysis (total n = 362). RESULTS We found that active familiarization of students (n = 188) yields significantly better performance compared to the passive comparator (Cohen´s d = 0.857, p < 0.001, n = 52) and control group (Cohen´s d = 0.473, p < 0.001, n = 122). In multivariate regression analysis, active intervention remained the only significant variable with a 2.945-fold increase in the probability of passing the exam (p = 0.018). CONCLUSIONS A short 10-min active intervention to familiarize students with the OSCE setting significantly improved student performance. We suggest that curricula should include simulations on the exam setting in addition to courses that increase knowledge or skills to mitigate the negative effect of nonfamiliarity with the OSCE exam setting on the students.
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Affiliation(s)
- Hannes Neuwirt
- Department of Internal Medicine IV - Nephrology and Hypertension, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria.
| | - Iris E Eder
- Department of Urology, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Philipp Gauckler
- Department of Internal Medicine IV - Nephrology and Hypertension, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Lena Horvath
- Department of Internal Medicine V - Hematology and Oncology, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Stefan Koeck
- Department of Internal Medicine V - Hematology and Oncology, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Maria Noflatscher
- Department of Internal Medicine III - Cardiology and Angiology, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Benedikt Schaefer
- Department of Internal Medicine I - Gastroenterology, Hepatology and Endocrinology, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Anja Simeon
- Department of Internal Medicine II, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Verena Petzer
- Department of Internal Medicine V - Hematology and Oncology, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Wolfgang M Prodinger
- Vice Rectorate for Teaching and Study Affairs, Medical University of Innsbruck, Fritz-Pregl-Strasse 3, 6020, Innsbruck, Austria
| | - Christoph Berendonk
- Institute for Medical Education (IML) - Assessment and Evaluation Unit (AAE), University of Bern, Mittelstrasse 43, CH-3012, Bern, Switzerland
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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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Porto FR, Ribeiro MA, Ferreira LA, Oliveira RG, Devito KL. In‐person and virtual assessment of oral radiology skills and competences by the Objective Structured Clinical Examination. J Dent Educ 2022; 87:505-513. [PMID: 36352350 DOI: 10.1002/jdd.13138] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Revised: 09/09/2022] [Accepted: 10/17/2022] [Indexed: 11/11/2022]
Abstract
PURPOSE Clinical education is an essential part of the Dental School curriculum and assessment is a fundamental component of the teaching-learning process. OBJECTIVES With the purpose of implementing a structured and objective assessment method in the teaching of Oral Radiology, undergraduate dentistry students were submitted to an assessment of clinical competences and skills in radiology by the Objective Structured Clinical Examination (OSCE), applied both in-person and virtually (VOSCE). METHODS The same group of students was evaluated by the OSCE and VOSCE in six-station circuits that involved the assessment of clinical skills in Oral Radiology. For each station, an individual evaluative checklist (per station) was prepared and the participants' general scores were obtained. The students' anxiety level was also assessed before and after the exams and a meta-evaluation was performed to indicate the participants' perception of the assessment methods. RESULTS The OSCE (0.61) and VOSCE (0.81) reliability values were considered substantial and almost perfect, respectively. The students evaluated showed a better performance in the OSCE (p ≤ 0.05). Anxiety levels were considered moderate in both assessments and showed no difference between the two exams. The meta-evaluation showed a positive evaluation for the items "time of execution", "clarity", "degree of difficulty" and "importance for clinical practice", both for the OSCE and the VOSCE. CONCLUSIONS The OSCE was effective for evaluating clinical competencies and skills in Oral Radiology, both in face-to-face and virtual examinations, but with a limitation in the online method for evaluating technical skills.
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Affiliation(s)
- Fernanda R. Porto
- School of Medical and Health Sciences of Juiz de Fora Juiz de Fora Brazil
| | - Mateus A. Ribeiro
- Postgraduate Program in Dentistry Federal University of Juiz de Fora Juiz de Fora Brazil
| | | | | | - Karina L. Devito
- Department of Dental Clinic, School of Dentistry, Federal University of Juiz de Fora Juiz de Fora Brazil
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Sharma KK, Meena PS, Jhilowa CS, Jhanwar S, Rohilla J, Tak P, Jain M. A study comparing depression, anxiety, and coping styles between high school students attending and not attending coaching class for medical entrance examination. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2021; 10:283. [PMID: 34667783 PMCID: PMC8459851 DOI: 10.4103/jehp.jehp_1281_20] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/20/2020] [Accepted: 12/01/2020] [Indexed: 06/13/2023]
Abstract
BACKGROUND Various kinds of stressors and psychological problems have been reported in the adolescent student population. This study assessed and compared depression, anxiety, and various coping styles among high school students attending coaching classes for medical entrance examination (MEE) and those not. MATERIALS AND METHODS Systemic random sampling technique was used to recruit 400 high school students with equal number of those attending (Group 1) and those not attending any coaching class for MEE (Group 2). They underwent screening for depression and anxiety through Patient Health Questionnaire-9 and Generalized Anxiety Disorder 7-item. Coping styles were assessed through brief COPE inventory. Screening positive subjects were assessed in detail by a psychiatrist using ICD-10 (International Classification of Diseases 10th Revision), Diagnostic Criteria for Research (DCR). The severity of depression and anxiety was measured through HAM-D and HAM-A, respectively. RESULTS Depression and anxiety were reported by higher proportion of Group 1 (36%) than Group 2 (22%), χ 2(1) = 9.52; P = 0.002. In both the groups, depressive disorder was the most common, followed by generalised anxiety-disorder and mixed anxiety-depression. The severity of depression (HAM-D score) and anxiety (HAM-A Score) was significantly more Group 1. "Active coping" (χ 2= 4.79 P = 0.02) and "Humor" (χ 2= 30.90, P ≤ 0.01) were more commonly used by healthy students, while "Religious coping" (χ 2= 37.92 P ≤ 0.01) were the most common among those diagnosed with depression/anxiety disorder. CONCLUSION Higher prevalence of the psychological problems in adolescent school students preparing for MEE highlights the importance of aptitude assessment, career counseling, and school mental health program before their exposure to the competitive academic atmosphere.
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Affiliation(s)
- Krishan Kumar Sharma
- Central Jail, Ajmer, Rajasthan, India
- Department of Psychiatry, Jawaharlal Nehru Medical College, Ajmer, Rajasthan, India
| | - Parth Singh Meena
- Department of Psychiatry, Jawaharlal Nehru Medical College, Ajmer, Rajasthan, India
| | - Charan Singh Jhilowa
- Department of Psychiatry, Jawaharlal Nehru Medical College, Ajmer, Rajasthan, India
| | - Shubham Jhanwar
- Department of Psychiatry, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
| | - Jitendra Rohilla
- Department of Psychiatry, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
| | - Pinki Tak
- Department of Medicine, Jawaharlal Nehru Medical College, Ajmer, Rajasthan, India
| | - Mahendra Jain
- Department of Psychiatry, Jawaharlal Nehru Medical College, Ajmer, Rajasthan, India
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Siddiqui FS, Nerali JT, Telang LA. Relationship between the sense of coherence, self-directed learning readiness, and academic performance in Malaysian undergraduate dental students. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2021; 10:105. [PMID: 34084852 PMCID: PMC8150091 DOI: 10.4103/jehp.jehp_758_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Accepted: 08/31/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Stress and low psychological well-being among students in higher education impact their academic performance. The purpose of this study was to determine the relationship between SOC, SDLR, and academic performance in year 3, 4, and 5 undergraduate dental students. MATERIALS AND METHODS Two hundred and ten students completed a validated questionnaire on SOC and SDLR. The percentage of marks obtained by these students in their year-end examination was used as their academic performance. The SOC scores were further divided into three hierarchical clusters using cluster analysis. The data were analyzed to determine the difference in the SDLR scores and academic performance among the three clusters. Furthermore, the relationship between SOC scores, SDLR scores, and academic performance was assessed. RESULTS The SDLR scores significantly increased from the low SOC cluster to the high SOC cluster (P = 0.026). However, there was no significant change in academic performance. A positive relationship was found between the SOC and the academic performance (R = +0.025; P > 0.05). The SDLR had a significant positive relationship with both SOC and academic performance (R = +0.27; P < 0.001). CONCLUSION Although SOC may not have a direct influence on academic performance, SDLR can play an intermediary role. Early identification and timely intervention in students with a weak SOC and low SDLR can have a beneficial influence on their academic life.
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Affiliation(s)
| | | | - Lahari Ajay Telang
- Department of Oral Medicine and Radiology Penang International Dental College, Penang, Malaysia
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Martin RD, Naziruddin Z. Systematic review of student anxiety and performance during objective structured clinical examinations. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:1491-1497. [PMID: 33092780 DOI: 10.1016/j.cptl.2020.07.007] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2019] [Revised: 06/02/2020] [Accepted: 07/15/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Test anxiety is well studied in higher education, but studies primarily concern traditional assessments, such as written examinations. As use of objective structured clinical examination (OSCE) in pharmacy education increases, a closer examination of non-cognitive factors such as test anxiety is warranted. The purpose of this review was to determine the association between OSCE-associated test anxiety with OSCE performance in health professional students. METHODS A literature search was conducted to identify peer-reviewed literature concerning test anxiety in health professional students associated with OSCE. Investigators searched for a combination of OSCE-related terms with anxiety-related terms using PubMed. Articles were included if they assessed OSCE-related anxiety by quantitative or qualitative methods. Data extracted from eligible articles included demographic data, type of the anxiety survey, associations between OSCE-related anxiety and performance, and other student-factors associated with OSCE-related anxiety. RESULTS The literature search yielded 339 articles. Nine articles met eligibility criteria and were included in the review. Results included students from medical, pharmacy, dental, and nursing professional programs. Anxiety was assessed via multiple scales. Six out of the eight studies assessing the relationship OSCE-related anxiety and OSCE performance found no association between the two measures. Contrary to literature concerning test anxiety in higher education, female gender was not associated with OSCE-related anxiety. CONCLUSION OSCE-related anxiety appears to have minimal to no influence on student performance. Future studies should utilize standardized anxiety assessments and should seek to understand anxiety's effects on student wellbeing and burnout.
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Affiliation(s)
- Randy D Martin
- Texas Health Harris Methodist Fort Worth Hospital, Fort Worth, Texas, United States; Department of Medical Education, Texas Christian University, Fort Worth, Texas, United States.
| | - Zahra Naziruddin
- University of North Texas System College of Pharmacy, Fort Worth, Texas, United States
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Wu JH, Du JK, Lee CY, Lee HE, Tsai TC. Effects of anxiety on dental students' noncognitive performance in their first objective structured clinical examination. Kaohsiung J Med Sci 2020; 36:850-856. [PMID: 32449270 DOI: 10.1002/kjm2.12231] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2020] [Revised: 04/20/2020] [Accepted: 04/21/2020] [Indexed: 11/10/2022] Open
Abstract
Patient-dentist discourse is a core nonoperational competency in dental education. The skills of querying patients and responding to questions are noncognitive attributes, and their evaluation by the standardized patient objective structured clinical examination (OSCE) is particularly necessary. However, it is not clear whether students' test anxiety affects these attributes. This study aims to examine the relationship between dental students' state-trait anxiety, noncognitive performance, and examination results during their first OSCE. A single dental school cohort (n = 226) of 5 year students attending their first clinical examination from 2014 to 2017 was studied. Participants completed the Chinese Mandarin Version State-Trait Anxiety Inventory Y form before taking the OSCE. The difference between state and trait anxiety levels was compared by paired t test. Gender differences and the effect of age group in these anxiety levels were analyzed using multivariate analysis of variance. Moreover, gender, age group, state anxiety, and trait anxiety scores were compared with the OSCE items of noncognitive performance using a chi-square test. Students showed significantly higher state anxiety than trait anxiety levels; moreover, women showed significantly higher state anxiety than men. Furthermore, gender, age group, state anxiety, and trait anxiety had no association with the noncognitive performance examination results. Most participants showed moderate state and trait anxiety levels during their first OSCE. Further, the state-trait anxiety had no significant effect on their noncognitive performance. However, 26.5% of participants did not pass the examination; therefore, dental educators should increase communication skill training courses during clerkship training to improve students' noncognitive attributes.
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Affiliation(s)
- Ju-Hui Wu
- Department of Oral Hygiene, College of Dental Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan.,Department of Dentistry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
| | - Je-Kang Du
- Department of Dentistry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan.,School of Dentistry, College of Dental Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Chen-Yi Lee
- Department of Oral Hygiene, College of Dental Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan.,Department of Medical Research, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
| | - Huey-Er Lee
- Department of Dentistry, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan.,Department of Dentistry, Yuan's General Hospital, Kaohsiung, Taiwan
| | - Tsuen-Chiuan Tsai
- Department of Medical Humanities and Education, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan.,Department of Pediatrics, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
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