The effect of a stress and anxiety coping programme on objective structured clinical exam performance in medical students, a randomised clinical trial

Abstract

Aim/background: To investigate the effect of a stress and anxiety coping programme on anxiety and objective structured clinical exam (OSCE) performance in medical students. Material and methods: First-year medical students about to sit their first OSCE were randomised into experimental (n = 75) and control (n = 78) groups at the Ondokuz Mayıs University Medical Faculty in 2009-2010. Before the study, the state-trait anxiety inventory (STAI) was applied to both groups (pre-tests). The volunteer medical students in the experimental group received nine sessions (one 30 min session per week for 9 weeks) of an anxiety-and stress-coping programme. At the end of the programme (posttest) and 3 months later, following an overview session with the experimental group, the STAI was readministered to both groups (1st follow-up test). One month later, the experimental group performed deep diaphragmatic breathing and listened to gentle classical music in the test room while waiting to sit the OSCE, while the control group waited in a silent room. Both groups retook the STAI (2nd follow-up) just before sitting the OSCE. The groups' pre-, post-, 1st and 2nd follow-up STAI scores and the relations with OSCE performance and anxiety were investigated within the groups. Results: Although there was no difference in the pre-test STAI results between the experimental and control groups (state p = .213, trait p = .122), the experimental group had lower post-test, 1st and 2nd follow-up STAI scores (p < .001, respectively). The OSCE results of the experimental group were higher than those of the control group (p < .001).In a linear regression model, post-test, 1st and 2nd follow-up trait anxiety (p = .023, p = .014 and p < .0001, respectively) and state anxiety (p = .032, p = .026 and p < .001, respectively) were identified as independent factors for higher OSCE scores. Conclusion: Our results indicate that the participants in the experimental group achieved lower scores on post-STAI and improved OSCE performance.

The Effect of a Stress and Anxiety Coping Program on Objective Structured Clinical Examination Performance Among Nursing Students in Shiraz, Iran

“…The results showed an increased anxiety score among the nursing students in the control group after the OSCE. A similar study conducted by Yalcin in Turkey [15] also reported a higher anxiety score among medical students after taking part in the OSCE. Although nursing and medical students are different target populations, studying different subjects, the anxiety caused by the OSCE is however similar in both groups.…”

“…The questionnaire consisted of 20 items that evaluated how the participants felt at the time of responding to each item. Note that 10 items were associated with the anxietypresent (items 3, 4, 6, 7, 9, 12, 13, 14, 17, 18) and the remaining items were associated with the anxiety-absent (items 1, 2, 5, 8,10,11,15,16,19,20). The intensity of the participants' feelings was rated on a 4-point Likert scale: (i) not at all, (ii) somewhat, (iii) moderately so, and (iv) very much so.…”

The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

“…We found that the anxiety coping program had a positive effect on the average anxiety score of nursing students during the OSCE. A similar study conducted by Yalcin in Turkey also reported a higher anxiety score among medical students after taking part in an OSCE [23]. Although nursing and medical students are different target populations, studying different subjects, however the anxiety caused by the OSCE is similar in both groups.…”

Effects of anxiety on dental students' noncognitive performance in their first objective structured clinical examination

“…9 Moreover, lower levels of state and trait anxiety have been identified as factors that improve OSCE performance. 19 Strictly speaking, the checklist of a standardized patient test includes both cognitive items (such as professional knowledge and decision-making skills) and noncognitive items (social skills). Previous studies examining the effect of test anxiety on OSCE performance have adopted an overall score as the outcome variable; no existing study has explored the effect of anxiety on noncognitive performance during a standardized patient test.…”

“…State anxiety was found to be elevated during the OSCE, written test, and preclinical preparation test, and the OSCE was revealed to be the most anxiety‐provoking assessment method 9 . Moreover, lower levels of state and trait anxiety have been identified as factors that improve OSCE performance 19 …”