Relation between stress, time management, and academic achievement in preclinical medical education: A systematic review and meta-analysis

Ahmady, Soleiman; Khajeali, Nasrin; Kalantarion, Masomeh; Sharifi, Farshad; Yaseri, Mehdi

doi:10.4103/jehp.jehp_600_20

Cited by 18 publications

(17 citation statements)

References 9 publications

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“…Medical education can be a stressful experience for students[ 1 2 3 ] and may have a devastating effect on their psychological well-being. [ 1 4 ] Hence, it is believed that medical students are more likely than other people to be exposed to mental disorders,[ 5 ] so one of the concerns in the public health domain across the globe is the mental and psychological welfare of medical students, which is associated with the quality of health care provided by them.…”

Section: Introductionmentioning

confidence: 99%

The mediating role of students' academic resilience in the relationship between self-efficacy and test anxiety

Hayat

Dehsorkhi

2021

J Edu Health Promot

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BACKGROUND: There is growing acknowledgment that medical education can be a stressful experience for students and may have a devastating effect on their psychological well-being. The present article, therefore, aimed at investigating students' academic resilience as a mediating variable in self-efficacy-test anxiety relation. MATERIALS AND METHODS: In this cross-sectional correlational study, a convenience sample of 243 medical students was selected and participated, three prevalidated questionnaires were applied, that is, general self-efficacy questionnaire, academic resilience questionnaire, and test anxiety questionnaire. To analyze the data, Pearson's correlation coefficient as well as structural equation modeling (SEM) were used. RESULTS: According to Pearson's coefficients, self-efficacy was found to be positively correlated with academic resilience ( r = 0.437, P ≤ 0.01) and negatively with test anxiety ( r = −0.475, P ≤ 0.01). SEM results also indicated that self-efficacy positively impacts on academic resilience (β = 0.43, P < 0.001) and negatively on test anxiety (β = −0.37, P < 0.001). In addition, results demonstrated the mediating role of academic resilience in self-efficacy-test anxiety relationship (β = −0.108, P < 0.001). CONCLUSION: This study showed that academic resilience could play a mediating role in students' self-efficacy-test anxiety relationship.

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Section: Introductionmentioning

confidence: 99%

The mediating role of students' academic resilience in the relationship between self-efficacy and test anxiety

Hayat

Dehsorkhi

2021

J Edu Health Promot

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“…Hence, assessment preparation plays an important role in meeting the challenge of assessment. Studies have shown that helping students control their negative thoughts and advising them on learning skills and time management will maximise their learning [ 102 , 103 ]. In our framework, we believe that teachers play the central role in maximising learners’ behaviour.…”

Section: Discussionmentioning

confidence: 99%

The framework of Systematic Assessment for Resilience (SAR): development and validation

et al. 2023

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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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“…Stress has severe consequences on those within the medical field, increasing rates of depression, dropout, alcohol abuse, illicit drug use, and suicide, and can even impair patient care 20,21 . Although medical students have significantly higher rates of stress than the general population, 20–22 organization and time management, which the guides were shown to provide, can be effective positive coping mechanisms and can prevent burnout 22–24 . In turn, these soft skills may improve academic achievement 24 .…”

Section: Discussionmentioning

confidence: 99%

“…20,21 Although medical students have significantly higher rates of stress than the general population, [20][21][22] organization and time management, which the guides were shown to provide, can be effective positive coping mechanisms and can prevent burnout. [22][23][24] In turn, these soft skills may improve academic achievement. 24 Although use of the guides did not correlate with improved examination scores in this small sample, the notable effects on stress relief, organization, time management, and self-confidence in meeting academic expectations may play a much larger role in the holistic wellness and success of medical trainees in their first year and beyond.…”

Section: Discussionmentioning

confidence: 99%

Student-Produced Guides alongside First-Year Medical Curriculum: How Peer-Produced Textbooks Change Student Success within Neurology, Cardiopulmonary, and Mixed Systems Courses

Mason

George

Gulick

2023

Southern Medical Journal

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Objectives: In the United States, medical schools do not have a unified curricular plan that integrates basic sciences and organ-based systems in undergraduate medical education. Instead, institutions rely on independently created lecture material during the first-year medical school curriculum. The drawback to this approach is that no commercial or organizational resources cater to this individualized study plan. This study explored whether students who use student-produced "course guides" experience increased first-year success and improved skills.Methods: First-year students at an allopathic medical school completed anonymous surveys about their reference guide usage, time management, organization, stress level, and examination scores. Statistical analysis was performed using Spearman's coefficient of correlation and χ 2 tests. All of the tests were performed with a significance level of α = 0.05 and a 95% confidence interval.Results: In total, 186 total students received the survey three times immediately after completing each organ system-based course. A total of n = 49 viable responses were received. One-fourth of the respondents used the guides for ≥3 hours/week. Respondents who used the reference guides reported improved time management, organization, self-confidence, and reduced student stress levels during the first year of medical school, but examination scores were unaffected.Conclusions: Access to student-produced guides increased confidence in self-rated measures of time management skills, organizational ability, and ability to balance medical course expectations. Because of the small sample size, future work will expand the survey population to increase the power to detect differences in these factors.

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Relation between stress, time management, and academic achievement in preclinical medical education: A systematic review and meta-analysis

Cited by 18 publications

References 9 publications

The mediating role of students' academic resilience in the relationship between self-efficacy and test anxiety

The mediating role of students' academic resilience in the relationship between self-efficacy and test anxiety

The framework of Systematic Assessment for Resilience (SAR): development and validation

Student-Produced Guides alongside First-Year Medical Curriculum: How Peer-Produced Textbooks Change Student Success within Neurology, Cardiopulmonary, and Mixed Systems Courses

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