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
نویسندگان
1 Kerman Dental and Oral Diseases Research Center, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran, Kerman Social Determinants on Oral Health Research Center, Kerman University of Medical Sciences, Kerman, Iran, Departments of Oral Pathology and
2 Kerman Dental and Oral Diseases Research Center, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran Kerman Social Determinants on Oral Health Research Center, Kerman University of Medical Sciences, Kerman, IranOral Medicine, School of Dentistry,
3 Kerman Social Determinants on Oral Health Research Center, Kerman University of Medical Sciences, Kerman, Kerman, Iran,
4 Department of Periodontics, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
5 Kerman Dental and Oral Diseases Research Center, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran
6 Kerman Dental and Oral Diseases Research Center, School of Dentistry, Kerman University of Medical Sciences, Kerman, Iran Kerman Social Determinants on Oral Health Research Center, Kerman University of Medical Sciences, Kerman, IranOral Medicine, School of Dentistry,
doi
چکیده
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 havefar‑reaching consequences for the students. Therefore, it is not surprising that international studiesconsistently show that dental students report examinations and grades among the highest rankingstressors in dental schools.PURPOSE: The aim of this research was to measure the levels of anxiety, self‑perception ofpreparation 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 threepredictive variables on the outcomes of assessments.MATERIALS AND METHODS: The present research is a cross‑sectional study. The population underconsideration was students of Kerman Dental School in 2013. Examination anxiety was measuredwith 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 amquite successful = 4, I am successful = 3, I’m not successful = 2, I’m not quite successful = 1) werequantified 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 malesand 73 females). The results showed that all the assessment methods induced a significant increasein state anxiety compared to baseline levels with the highest anxiety levels reported during anOSCE (62.4 ± 8.1, P = 0.04) and a written examination (48.8 ± 9.2, P = 0.04). The preparation levelsin 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 moreanxiety than other assessment formats. However, anxiety was not predictive of performance outcomesin contrast to preparation and expectation to succeed, which were good predictors of the outcomescores. Also, this study showed that despite a better answer to the assessment of (I prepared myselfwell for the test), the students showed high levels of state anxiety.
