A pilot study into the anxiety induced by various assessment methods

Marshall, Gill; Jones, N.

doi:10.1016/s1078-8174(03)00062-2

Cited by 28 publications

(43 citation statements)

References 8 publications

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“…[26] The observation that the dental students find the OSCE much more stressful than a written examination is consistent with studies of Marshall and Jones, Furlong et al ., Brosnan et al . and Brand and Schoonheim-Klein.…”

Section: Discussionsupporting

confidence: 85%

Measurement of the levels anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination, a written examination, and a preclinical preparation test in Kerman dental students

Kalantari

Zadeh

Agahi

et al. 2017

J Edu Health Promot

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STATEMENT OF THE PROBLEM:Examinations have an important role in evaluating students’ learning outcomes and their mastery of a subject. Passing or failing an examination can have far-reaching consequences for the students. Therefore, it is not surprising that international studies consistently show that dental students report examinations and grades among the highest ranking stressors in dental schools.PURPOSE:The aim of this research was to measure the levels of anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination (OSCE), a written examination and a preclinical preparation test, and to examine the effects of the three predictive variables on the outcomes of assessments.MATERIALS AND METHODS:The present research is a cross-sectional study. The population under consideration was students of Kerman Dental School in 2013. Examination anxiety was measured with Spielberger's state anxiety inventory. Preparation for the assessment (I am fully prepared = 4, I am prepared = 3, I’m not prepared = 2, I’m not fully prepared = 1) and expectation to succeed (I am quite successful = 4, I am successful = 3, I’m not successful = 2, I’m not quite successful = 1) were quantified with Likert scale. The questionnaire was completed during an OSCE, a written examination, a preclinical crown and bridge preparation test and a nonexamination situation.RESULTS:The study population consisted of 138 4th, 5th, and 6th year Kerman dental students (65 males and 73 females). The results showed that all the assessment methods induced a significant increase in state anxiety compared to baseline levels with the highest anxiety levels reported during an OSCE (62.4 ± 8.1, P = 0.04) and a written examination (48.8 ± 9.2, P = 0.04). The preparation levels in females were significantly higher than those in males in OSCE (P = 0.03) and written (P = 0.04).CONCLUSION:State anxiety was high in all the three assessment methods. OSCE induced more anxiety than other assessment formats. However, anxiety was not predictive of performance outcomes in contrast to preparation and expectation to succeed, which were good predictors of the outcome scores. Also, this study showed that despite a better answer to the assessment of (I prepared myself well for the test), the students showed high levels of state anxiety.

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Section: Discussionsupporting

confidence: 85%

Measurement of the levels anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination, a written examination, and a preclinical preparation test in Kerman dental students

Kalantari

Zadeh

Agahi

et al. 2017

J Edu Health Promot

View full text Add to dashboard Cite

show abstract

“…Firstly, the participants that achieved a low score may have been anxious about the OSCE assessment. All assessments, including the OSCE, have the potential to cause a level of stress and anxiety (Marshall & Jones 2003;Rushforth 2006). As this was the first time that the participants completed a clinical examination under such scrutiny, it is likely that they may have been nervous about having to perform their clinical skills under such stressful conditions.…”

Section: Tpr and Bp Scores At Baselinementioning

confidence: 99%

An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students

Sheahan

While

Bloomfield

2015

Nurse Education Today

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“…The Communication for Clinical Practice (CCP) OSCE requires students to demonstrate a variety of clinical tasks, including consultations, within a specified timeframe, whilst being observed by an examiner. Levels of anxiety associated with OSCEs have been reported as higher than those for other forms of test assessment, such as unseen written examinations 2–4 . Test anxiety is defined as ‘feelings of tension and apprehension, worrisome thoughts and the activation of the autonomic nervous system when an individual faces evaluative achievement‐demanding situations’ 5 .…”

Section: Introductionmentioning

confidence: 99%

Metacognitions, worry and attentional control in predicting OSCE performance test anxiety

O'Carroll

Fisher

2013

Medical Education

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A pilot study into the anxiety induced by various assessment methods

Cited by 28 publications

References 8 publications

Measurement of the levels anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination, a written examination, and a preclinical preparation test in Kerman dental students

Measurement of the levels anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination, a written examination, and a preclinical preparation test in Kerman dental students

An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students

Metacognitions, worry and attentional control in predicting OSCE performance test anxiety

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