Factors influencing the National License Examination step 1 score in preclinical medical students

Abstract

The National License Examination step 1 (NLE1), which tests basic medical sciences knowledge in Thailand, is considered to be tough and stressful for medical students due to the large amount of content. This study aimed to determine factors influencing the NLE1 score (NLE1S). The NLE1S, academic achievement, and class attendance were obtained officially. Other factors, including study habits, were obtained via a questionnaire, with 81.97% (241/294) being returned. Students were divided into four groups according to the central passing score and Z-score of the NLE1S, including the fail (<52%; n = 13), low-pass (52 to <70%; n = 121), high-pass (70 to <80%; n = 89), and excellent (≥80%; n = 18) groups. Men had higher NLE1S ( P < 0.001) and comprehensive examination scores ( P < 0.001) than women. Students with high motivation to study medicine had higher NLE1S. Daily preparation time (h/day) was lower, but stress was higher, in the fail group. In the excellent group, internet for academic use and achievement of study targets were higher; internet for nonacademic use, instance of absence, and stress were lower; and check-in time was earlier. The NLE1S had strong positive correlations with the comprehensive examination score and academic achievement during preclinical studies. By setting the NLE1S as a dependent variable in multivariate regression analyses, models of significant interactions were observed by setting behavioral factors, the comprehensive examination score, and academic achievement during a regular class as independent variables. Thus exhibiting good study habits and showing good academic performance throughout preclinical studies should be encouraged among students to achieve a good NLE1S.

Factors Influencing Academic Achievement in Preclinical Students

“…Y. Kim, Kim, Park, Kim, & Choi, 2017;Lertwilaiwittaya et al, 2019) had a positive effect on study outcomes, while time spent on non-academic internet use (AlFaris et al, 2018;Azizi, Soroush, & Khatony, 2019;Lertwilaiwittaya et al, 2019) and recorded-e-lecture study (Eisen et al, 2015; S. Y. Lertwilaiwittaya et al, 2019) had a negative effect. Class attendance has inconsistent results.…”

“…For the regulatory instruments, previous studies showed that highly expected examination score was positively associated with academic outcomes (Elliot, McGregor, & Gable, 1999;Lertwilaiwittaya et al, 2019;Sitticharoon et al, 2014). For the regulatory mechanisms, high motivation to study medicine (Frischenschlager, Haidinger, & Mitterauer, 2005;Kusurkar, Ten Cate, van Asperen, & Croiset, 2011;Pinyopornpanish et al, 2004;Stegers-Jager, Cohen-Schotanus, & Themmen, 2012), high percentage of study target achievement (Lertwilaiwittaya et al, 2019), regular lesson review (Lertwilaiwittaya et al, 2019;Lumley, Ward, Roberts, & Mann, 2015), and time spent on academic-internet use (Eisen et al, 2015;S. Y. Kim, Kim, Park, Kim, & Choi, 2017;Lertwilaiwittaya et al, 2019) had a positive effect on study outcomes, while time spent on non-academic internet use (AlFaris et al, 2018;Azizi, Soroush, & Khatony, 2019;Lertwilaiwittaya et al, 2019) and recorded-e-lecture study (Eisen et al, 2015; S. Y.…”

“…For the regulatory mechanisms, high motivation to study medicine (Frischenschlager, Haidinger, & Mitterauer, 2005;Kusurkar, Ten Cate, van Asperen, & Croiset, 2011;Pinyopornpanish et al, 2004;Stegers-Jager, Cohen-Schotanus, & Themmen, 2012), high percentage of study target achievement (Lertwilaiwittaya et al, 2019), regular lesson review (Lertwilaiwittaya et al, 2019;Lumley, Ward, Roberts, & Mann, 2015), and time spent on academic-internet use (Eisen et al, 2015;S. Y. Kim, Kim, Park, Kim, & Choi, 2017;Lertwilaiwittaya et al, 2019) had a positive effect on study outcomes, while time spent on non-academic internet use (AlFaris et al, 2018;Azizi, Soroush, & Khatony, 2019;Lertwilaiwittaya et al, 2019) and recorded-e-lecture study (Eisen et al, 2015; S. Y. Lertwilaiwittaya et al, 2019) had a negative effect.…”

“…Some studies showed that increased instances of lateness and/or absence had a negative association with academic outcomes (Liles, Vuk, & Tariq, 2018;Sitticharoon et al, 2014); however, some studies showed no association (Eisen et al, 2015;Kauffman, Derazin, Asmar, & Kibble, 2018). For psychological factors, stress has a negative (Kötter et al, 2017;Lertwilaiwittaya et al, 2019;Sohail, 2013;Stewart et al, 1999) while happiness has a positive effect on academic performance (Chen & Lu, 2009;Datu, Valdez, Cabrera, & Salanga, 2017;Kötter et al, 2017;Lertwilaiwittaya et al, 2019;Sohail, 2013;Stewart et al, 1999).…”

Developing a Framework of Relationships Among Noncognitive Factors in Doctor of Pharmacy Students’ Academic Performance

“…Previous studies indicate the select noncognitive factors of grit, locus of control, the Big Five Personality Traits, and perceived stress may be associated with learning and academic success among health professions students. [9][10][11][12][13][14][15][16][17][18][19][20] For example, studies conducted by Munro 19 , Ofori and Charlton 14 , and Webb et al 20 , found higher internal locus of control (or perceptions of control over one's life) was associated with better academic performance among nursing and medical students. Among 16 studies specifically in pharmacy A J P E A c c e p t e d D r a f t were calculated to determine internal consistency (reliability) of the instruments.…”