Efficacy of simulated video on test anxiety in objective structured clinical examination among nursing and midwifery students: A quasi‐experimental study

Abbasi, Ali; Bazghaleh, Milad; Aghdam, Nasrin Fadaee; Basirinezhad, Mohammad Hasan; Tanhan, Ahmet; Montazeri, Rasoul; Mirhosseini, Seyedmohammad

doi:10.1002/nop2.1291

Cited by 5 publications

(3 citation statements)

References 53 publications

(57 reference statements)

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“…The fact that showing a video in the OSCE format does not have an impact on subsequent performance in the OSCE has also been demonstrated by others. A 15-minute video intended to increase familiarity with the exam format decreased stress levels in nursing students but was not accompanied by an increase in OSCE scores (7). An intriguing explanation for this nding is provided by Deslaurier et al They concluded that by mere passive absorption of information but not taking part in the activity, the students felt overcon dent and did not prepare themselves su ciently for the actual OSCE.…”

Section: Discussionmentioning

confidence: 99%

“…It is therefore unclear how much familiarization with the OSCE format is needed to make it work. Indeed, it has been shown that increasing familiarity with a test by showing a 15-minute OSCE simulation video or implementing a mock OSCE decreases stress levels (7,8). However, controversial data exist regarding whether increasing familiarity has an impact on students´ performance (9)(10)(11)(12)(13)(14)(15)(16)(17).…”

Section: Introductionmentioning

confidence: 99%

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Impact of familiarity with the format of the exam on performance in the OSCE of 5th undergraduate medical students – an interventional study

Neuwirt,

Eder,

Gauckler

et al. 2023

Preprint

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Background: Assessments aim to verify whether students have acquired the necessary competencies. These assessments are typically carried out as summative structured examinations. It is important not only to establish a constructive alignment between teaching and assessment but also to familiarize students with the examination format prior to the assessment. The latter point is intended to ensure that true competency is measured. Regarding practical examinations such as objective structured clinical examinations (OSCEs), this is often not the case. Therefore, 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-minute 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-minute 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 in the exam setting yields significantly better performance compared to the passive comparator (Cohen´s d=0.857, p<0.001)) and control group (Cohen´s d=0.473, p<0.001). 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-minute 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 student.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of familiarity with the format of the exam on performance in the OSCE of 5th undergraduate medical students – an interventional study

Neuwirt,

Eder,

Gauckler

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…This fragmented care may negatively affect the pregnancy outcomes and increase the rate of cesarean section [ 18 ]. Furthermore, the results of some studies in Iran indicate that the clinical competence obtained by midwifery students is far from optimal and that they do not acquire the necessary skills and abilities at the end of their studies [ 19 ]. Farrokhi et al showed that the performance quality of 70% of midwives is average, and only 18.5% of them have good quality performance [ 20 ].…”

Section: Introductionmentioning

confidence: 99%

The effect of a midwifery continuity of care program on clinical competence of midwifery students and delivery outcomes: a mixed-methods protocol

Razavinia,

Abedi,

Iravani

et al. 2024

BMC Med Educ

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Background The midwifery continuity of care model is one of the care models that have not been evaluated well in some countries including Iran. We aimed to assess the effect of a program based on this model on the clinical competence of midwifery students and delivery outcomes in Ahvaz, Iran. Methods This sequential embedded mixed-methods study will include a quantitative and a qualitative phase. In the first stage, based on the Iranian midwifery curriculum and review of seminal midwifery texts, a questionnaire will be developed to assess midwifery students’ clinical competence. Then, in the second stage, the quantitative phase (randomized clinical trial) will be conducted to see the effect of continuity of care provided by students on maternal and neonatal outcomes. In the third stage, a qualitative study (conventional content analysis) will be carried out to investigate the students’ and mothers’ perception of continuity of care. Finally, the results of the quantitative and qualitative phases will be integrated. Discussion According to the nature of the study, the findings of this research can be effectively used in providing conventional midwifery services in public centers and in midwifery education. Trial registration This study was approved by the Ethics Committee of Ahvaz Jundishapur University of Medical Sciences (IR.AJUMS.REC.1401.460). Also, the study protocol was registered in the Iranian Registry for Randomized Controlled Trials (IRCT20221227056938N1).

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Efficacy of simulated video on test anxiety in objective structured clinical examination among nursing and midwifery students: A quasi‐experimental study

et al. 2022

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Clinical education for nursing and midwifery students is more important than theoretical knowledge in developing their clinical competencies. They will soon provide care to people struggling with many different issues (Zamanzadeh et al., 2021). The common method for developing clinical competencies is a clinical simulation where students engage in an artificial situation related to a clinical environment. Some advantages of this method include creating an atmosphere similar to real-life conditions and providing a controlled and safe process for students to learn and practice crucial skills. This method is useful for student learning and teachers' evaluation of that learning. Objective Structured Clinical Assessment (OSCE) is one such simulation method. OSCE consists of different stations where students can practice skills with simulated patients (Sánchez-Conde & Clemente-Suárez, 2021). In this method, students demonstrate

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Efficacy of simulated video on test anxiety in objective structured clinical examination among nursing and midwifery students: A quasi‐experimental study

Cited by 5 publications

References 53 publications

Impact of familiarity with the format of the exam on performance in the OSCE of 5th undergraduate medical students – an interventional study

Impact of familiarity with the format of the exam on performance in the OSCE of 5th undergraduate medical students – an interventional study

The effect of a midwifery continuity of care program on clinical competence of midwifery students and delivery outcomes: a mixed-methods protocol

Efficacy of simulated video on test anxiety in objective structured clinical examination among nursing and midwifery students: A quasi‐experimental study

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