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Exam anxiety for medical students: A literature Review

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Exam anxiety for medical students: A literature Review

Introduction

It is well known that medical education is more stressful than other professional courses. A high proportion of medical students experience and suffer from exam-related anxiety. Although it is normal for a student to experience a certain degree of anxiety during or prior to the exam, high levels of anxiety can negatively impact his or her performance. In such cases, anxiety is a sign that the student has a problem. Klausenitz, Hacker, Hesse, Kohlmann, Endlich, Hahnenkamp, and Usichenko (2016) describe exam anxiety as a type of situational anxiety that is especially common among university students. According to these researchers, it produces undesirable mental and physiological symptoms and can negatively influence a student’s academic performance.

High levels of exam anxiety have been found to interfere with the ability of a student to prepare for the examination. Researchers have also found that there are several factors that influence the level of anxiety that students develop. They include their examination strategy (Browne & Cantelo, 2017), effort and reward imbalance (Hahn, Kropp, Kirschstein, Rücker, & Müller-Hilke, 2017), and an individual’s level of emotional intelligence (Ahmadpanah, Keshavarz, Haghighi, Jahangard, Bajoghli, and Sadeghi (2016). The information presented by these researchers indicates that difficulties in recalling information or remembering key points coupled with lack of confidence, poor time management, and ineffective study techniques heighten the level of anxiety among students. There are also a number of demographic variables that may influence the level of exam anxiety among students. They include their gender, age, marital status, ethnicity, and economic status. Among medical students, extensive curricular, the frequency of evaluation, enormous contents, voluminous textbooks, and pressure to score good marks have been identified as the main factors that contribute to exam anxiety. Since exam anxiety negatively impacts academic performance of medical students, there is a need to identify issues related to it in order to develop a plan that will help these learners to overcome this phenomenon.

Trend-exam anxiety for medical students: A literature Review

Although it is normal for a student to experience exam anxiety, numerous studies focusing on medical students’ exam anxiety have been conducted in recent years. Given the extensive curriculum, enormous content, and rigorous examinations that these students are subjected to, the motive of these studies is to determine the impact of this type of anxiety on students and identify possible ways through which the affected individuals may be helped. The findings obtained indicate that medical students experience exam-related anxiety throughout their study period. According to some of the latest studies, 60% of medical students are affected by this type of anxiety. While most researchers have focused on presenting facts about exam anxiety, others have conducted studies that seek to evaluate differences in exam anxiety levels between the genders.

Hypothesis-exam anxiety for medical students: A literature Review

Higher emotional intelligence, effort/reward balance, effective examination strategy, and lower exam anxiety are related. Female medical students exhibit more intense symptoms of exam anxiety than their male counterparts.

Criteria-exam anxiety for medical students: A literature Review

Ten different articles relating to exam anxiety among students were studied to gain a better understanding of the issue at hand. All these articles were published between 2016 and 2018. In eight out of the ten studies discussed in the articles, the researchers examined medical students. The two remaining sources were not specific to medical students but studied exam anxiety among students in general. One of them examined the relationship between the level of exam anxiety and emotional intelligence among learners while the remaining source explored different emotion regulation strategies used by learners in two different settings: exam-related context and non-exam related. The studies examined participants from different countries that included France and the US. The number of participants was not constant across the studies. However, one study had the lowest number of participants at ten. On the other hand, the study with the most participants surveyed 10,985 medical students.

Literature Reviewed

First Group of Studies

Second Group of Studies

Third Group of Studies

Similarities

First Similarity

Second Similarity

Differences

First Difference

Second Difference

Discussion

Further Research and Studies

 

 

References

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