The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

Mojarrab, Sadaf; Bazrafkan, Leila; Jaberi, Azita

doi:10.1186/s12909-020-02228-9

Cited by 24 publications

(20 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It included Relaxing activities, consuming caffeine and Soothing food. Findings of the study by Mojarrab et al [39] showed that the use of relaxation techniques along with playing soothing music reduces nursing students' test anxiety and also improves their clinical test scores. Morey and Taylor [33] reported that many students believed exercise would distract them from test anxiety and lead to be calm.…”

Section: Discussionmentioning

confidence: 99%

Medical science students’ experiences of test anxiety: a phenomenological study

2022

Self Cite

View full text Add to dashboard Cite

Introduction The studies show test anxiety is a common disorder in students that causes academic failure. There are not enough studies and specific theoretical background about test anxiety and ways to deal with it, so the purpose of this study was to do a qualitative study to fully understand the ways to deal with test anxiety in medical Sciences students. Materials and methods This is a qualitative study. The participants are the students of the last 2 years of pharmacy, medicine and dentistry at Isfahan University of Medical Sciences. Ten students were selected by purposeful sampling, and interviews continued until the data saturation stage and the lack of access to new data. The data were analyzed by seven-level Colaizzi method. Findings After analyzing data, about 50 codes were extracted. These codes divided into 16 subclasses, and among them, ultimately five main themes are extracted: “Prayer and Dialogue with God”, “Interaction and communication with friends and relatives”, “studying strategies”, “Finding ways to relax and self-care” and “Negative strategies” were extracted. Conclusions The result of this study showed that students often use positive strategies to overcome the test anxiety and try to use positive strategies, but some students are advised of undesirable strategies such as misuse of authorized drugs and writing cheating that that lead to a lot of complex problems. The educational system should do its utmost effort to empower students to manage the anxiety by learning the best strategies.

show abstract

Section: Discussionmentioning

confidence: 99%

Medical science students’ experiences of test anxiety: a phenomenological study

2022

Self Cite

View full text Add to dashboard Cite

show abstract

“…OSCE-related increased stress and anxiety could be caused by different and not before experienced examination processes and requirements, but also by the involvement of third parties, namely, assessors and simulated patients [25]. Different studies have shown that implementation of stress reduction technique prior to the OSCE would improve students' performance by maximizing their learning and practical skills [26,27]. This is something to consider in the future in order to effectively assess the knowledge, attitude, and performance of the students.…”

Section: Discussionmentioning

confidence: 99%

Use of Face-to-Face Assessment Methods in E-Learning—An Example of an Objective Structured Clinical Examination (OSCE) Test

Sepp

Volmer

2021

Pharmacy

View full text Add to dashboard Cite

The spread of COVID-19 and social-distancing rules have increased the need for alternative learning environments with a focus on e-learning platforms. The objective of this study was to assess whether and to what extent the transition from traditional learning and assessment environment to the e-setting impacts the knowledge and skills acquired by students and their satisfaction with new e-solutions of taking the OSCE test. The study compared the results of three face-to-face (2018–2019) and one electronically conducted (2021) OSCE tests, as well as students’ feedback on the content and organization of the tests. For data analysis the one-way ANOVA test and post hoc multiple comparisons were used. The results demonstrated the feasibility and effectiveness of and students’ satisfaction with OSCE tests in the Zoom environment. However, more focus on communication techniques is required in a remote communication environment to better cover all patient health-related and drug communication aspects. There were identified differences between undergraduate students and practicing assistant pharmacists in assessing patients’ health problems and providing corresponding counseling. This result points to the need to implement the continuous development of patient-centered counseling techniques in the lifelong learning of pharmacists and the need to use innovative digital solutions, if applicable.

show abstract

“…Such a situation helped the examination committee determine that the faculty while preparing the questions are not truly adhered to the recommended and guided uniform best practices. This might pose increased exam related stress to the medical students, and reducing it might help students learn fast [ 17 , 18 ]. This prompted for organizing a FDP aiming for high quality SAQs.…”

Section: Methodsmentioning

confidence: 99%

Faculty development program assists the new faculty in constructing high-quality short answer questions; a quasi-experimental study

et al. 2021

View full text Add to dashboard Cite

Faculty development programs (FD) prepare the faculty for their educational role and career tasks. We aimed to evaluate the effectiveness of FDP in advancing the quality of short-answer questions (SAQs). This was a quasi-experimental study, comprising 37 new faculty. The SAQs were examined on psychometric analysis and Bloom’s cognitive levels for the two educational blocks of 1st medical year (i.e. Musculoskeletal (MSK) and Renal blocks). We found substantial improvement in the discrimination index values of SAQs prepared after the workshop (p = 0.04). A higher number of SAQs with moderate difficulty and higher discrimination were also observed. Flaws within the post-workshop questions were reduced (3.0%) when compared with pre-workshop (12.5%). The major incline was also reported within Bloom’s cognitive levels when pre-workshop K2 questions (30%) were compared with post-workshop (45.5%) with a p-value = 0.05. The SAQs constructed by the faculty member without participating in FDP are generally of unsatisfactory quality. After the FDP the assessment items of two blocks improved for various parameters of student assessment. The current study advocates that newly joined faculty shall be provided with the FDP to be guided, trained and supported for improving the quality of assessment through SAQs items writing.

show abstract

The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

Cited by 24 publications

References 27 publications

Medical science students’ experiences of test anxiety: a phenomenological study

Medical science students’ experiences of test anxiety: a phenomenological study

Use of Face-to-Face Assessment Methods in E-Learning—An Example of an Objective Structured Clinical Examination (OSCE) Test

Faculty development program assists the new faculty in constructing high-quality short answer questions; a quasi-experimental study

Contact Info

Product

Resources

About