<p><strong><em>Background:</em></strong><em>Medical students</em><em> </em><em>are facing examination in each topics to evaluate learning achievement. </em><em>A</em><em>n examination could be a trigger for anxiety. Uncontrolled anxiety could affect the learning achievement. Coping mechanism is needed to decrease the anxiety level. One of the coping mechanisms to decrease anxiety </em><em>level</em><em> is sense of humor. The aim of this study was to evaluate whether sense of humor could affect the anxiety level.</em></p><p><strong><em>Methods:</em></strong><em>This </em><em>was </em><em>an </em><em>observational analytic</em><em> with </em><em>cross-sectional</em><em> design</em><em> study</em><em>.The subjects were First Year Medical Students of </em><em>Universitas </em><em>Sebelas Maret. The sample was collected by simple random sampling method. Sense of Humor was assesed using Multidimensional Sense of Humor Scale (MSHS). Anxiety level was </em><em>assesed</em><em> using Taylor Manifest Anxiety Scale (TMAS). Collected data was analyzed with Kolmogorov-Smirnov Normality Test and Pearson Correlation Test.</em></p><p><strong><em>Results: </em></strong><em>There were 152 </em><em>samples</em><em> in this study.</em><em> T</em><em>he mean of sense of humor and anxiety level were 69.90 ± 7</em><em>.</em><em>22 and 22</em><em>.</em><em>16 ± 6</em><em>.</em><em>93 respectively. The majority of the samples showed that 78</em><em>.</em><em>3% had a high sense of humor, while 21</em><em>.</em><em>7% had a moderate sense of humor. More than half of the samples (50</em><em>.</em><em>7%) were anxious and 49</em><em>.</em><em>3% were not anxious. The result of the Pearson correlation test showed r= -0</em><em>.</em><em>263 and p= 0</em><em>.</em><em>001.</em><em></em></p><p><strong><em>Conclusions:</em></strong><em>T</em><em>his study </em><em>indicates</em><em> a </em><em>negative </em><em>correlation between </em><em>sense of humor and anxiety level towards examination on First Year Medical Student of </em><em>Universitas </em><em>Sebelas Maret.</em><em></em></p><p><strong><em> </em></strong></p><strong><em>Keywords: </em></strong><em>sense of humor, anxiety level, examination</em>
To evaluate the portfolio in assessing interprofessional learning between medical and midwifery students. The student portfolio is assessed using a rubric consisting of four assessment criteria. A total of 32 student portfolios were tested for reliability coefficients and interrater agreements. We conducted an in-depth interview with mentors and focus group discussion (FGD) with students for exploring their perceptions of the ability of the portfolio to assess the learning. Interview and FGD data were converted into verbatim transcripts then were analyzed by two coders using open coding techniques. The reliability coefficient is 0.808. Inter-rater agreements for each assessment criteria are ranging from moderate to high. Mentors and students have positive insights toward the assessment system. This study supports the use of portfolios as an interprofessional educational assessment tool.
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