Exam anxiety in the undergraduate medical students of Taibah University

Khoshhal, Khalid I.; Khairy, Gamal A.; Guraya, Salman Yousuf; Guraya, Shaista Salman

doi:10.1080/0142159x.2016.1254749

Cited by 64 publications

(51 citation statements)

References 30 publications

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“…approximately 75% of those who got failures in exams got depression, indicating that failure in exams had a major role in the development of depression. 13 According to past research work, there was a strong relation between medical diseases and depression; in our study among individuals having positive medical condition, approximately 90% had depression and thus our study supported that various medical problems/conditions were major risk factors of depression. 29 with most of the predisposing determinants like age, gender, family history, smoking status, diet, exercise, medical conditions etc.…”

Section: Discussionsupporting

confidence: 79%

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Depression

Ishtiaq¹

2018

TPMJ

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… Prevalence & risk factors of depression among adult population of district Peshawar. Background: Depression is one of the most common major mental illnesses and affects 5% to 20% of the adult population and is related to many determinants. Objectives: To estimate the prevalence and risk factors of depression among the adult population. Study Design: A cross sectional descriptive study. Setting & Study Duration: The department of community medicine, Khyber medical college, Peshawar; among the adult population of district Peshawar; from November 2016 to May 2017. Materials & Methods: A total of 410 adults, both male and female, of ages 18 and above years were selected from the District Peshawar; on the basis of multistage probability sampling technique. A structured questionnaire was used to collect data regarding the prevalence and risk factors of depression along with important variables. Data was analysed by Microsoft Office and SPSS, and results were presented in tables. Results: Results showed that the prevalence of depression was 85.85%. Out of the total depression, 24.88% had positive medical history; 57.8% had tobacco smoking; 29.02 % had history of abuse or neglect; 60.24% had sleep problems; and 18.29% & 10.49% were affected by terrorism and flood respectively. Conclusions: It was concluded that the prevalence of depression among the adult population of district Peshawar was high and shows strong association with predisposing determinants. Moreover, whole population needs to be screen to estimate the accurate prevalence and to treat high burden of mental illnesses among the community.

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Section: Discussionsupporting

confidence: 79%

“…12 Moreover, repetitive failure in exams also contributes a lot to the development of anxiety and depression. 13 Furthermore, consumption of food rich in carbohydrate could be a possible risk factor for depression. A study reveals that high glycemic index diets are directly related to depression.…”

Section: Introductionmentioning

confidence: 99%

Depression

Ishtiaq¹

2018

TPMJ

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“…An area that many participants agreed upon is that engagement in humanities should be considered more important than assessment, citing that the large number of exams already present in the medical school as a source of stress and concern (22). Whilst outside the scope of this study, the role of exams in medical school was the largest detractor for assessing the humanities, those in favor of examination argue that students will only fully engage with a subject if it will be assessed.…”

Section: Discussionmentioning

confidence: 95%

The Role of Humanities in the Medical Curriculum: Medical Students’ Perspectives

Petrou

Mittelman

Osibona

et al. 2020

Preprint

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BackgroundThe humanities have long been shown to play an important role in the medical school curriculum. However, few studies have looked into the opinions of medical students on the usefulness and necessity of the humanities as well as their extracurricular involvement with them. The aim of this study was to: a) understand medical students’ attitude towards the humanities in medical education and b) assess their understanding of the necessary qualities of doctors and how interaction with the humanities affects the development of such attributes. MethodsA mixed methods survey was designed to elicit demographics, engagement, interest and perspective on curricular positioning, and to explore how students ranked the qualities of a doctor. It was distributed to medical students of all year groups in the 6-year bachelor of medicine, bachelor of surgery (MBBS) course at Imperial College London. Results109 fully completed questionnaires were received. No significant difference was found in engagement or interest in the humanities between genders. Students felt strongly that humanities subjects shouldn’t be assessed (71:18) though some felt it was necessary for engagement, while no consensus was reached on whether these subjects should be elective or not (38:31). The majority of students wanted more medical humanities to be incorporated into the traditional medical course with a preference of incorporation into the first 3 years. Junior medical students were more likely to rank empathy as a highly desirable attribute than senior students. Students provided qualitative insights into curricular positioning, assessment and value.ConclusionsThis study provides the perspective of medical students on how and whether the humanities should be positioned in medical education. It may be helpful to medical schools that are committed to student involvement in curriculum design.

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“…La prueba objetiva para la superación de cada una de las asignaturas, es un examen bien parcial o final con el contenido recogido en el programa (8). Existen ciertas diferencias, de forma que cada asignatura tiene unos criterios y unos ítems que superar en mayor o menor grado para obtener la puntuación requerida (9).…”

Section: Enseñanza Curricular En El Grado De Medicina ¿Adaptación Alunclassified

“…Existe constancia, a través de los Consejos de Estudiantes de Medicina, de que hay competencias dirigidas de manera central hacia la obtención de un buen resultado en el examen MIR, y no en adquirir las competencias necesarias para formar médicos generales (4-10). Por parte de los Decanos, existe la voluntad de asegurar que esto no pase, para evitar que las Facultades se conviertan en "academias MIR" públicas y continúen siendo el referente que la sociedad demanda y espera en la generación de nuevos profesionales médicos (8,11).…”

Section: Enseñanza Curricular En El Grado De Medicina ¿Adaptación Alunclassified

Curriculum teaching in Graduate of Medicine. Adaptation to the MIR exam?

Leiva-Cepas¹

2019

Actual. Med.

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Exam anxiety in the undergraduate medical students of Taibah University

Cited by 64 publications

References 30 publications

Depression

Depression

The Role of Humanities in the Medical Curriculum: Medical Students’ Perspectives

Curriculum teaching in Graduate of Medicine. Adaptation to the MIR exam?

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