Medical students' perception of test anxiety triggered by different assessment modalities

Abstract

Objectives: Test anxiety is well known among medical students. However, little is known about test anxiety produced by different components of exam individually. This study aimed to stratify varying levels of test anxiety provoked by each exam modality and to explore the students perceptions about confounding factors.

Methods: A self-administered questionnaire was administered to medical students. The instrument contained four main themes; lifestyle, psychological and specific factors of information needs, learning styles, and perceived difficulty level of each assessment tool.

Results: A highest test anxiety score of 5 was ranked for “not scheduling available time” and “insufficient exercise” by 28.8 and 28.3% students, respectively. For “irrational thoughts about exam” and “fear to fail”, a highest test anxiety score of 5 was scored by 28.8 and 25.7% students, respectively. The highest total anxiety score of 1255 was recorded for long case exam, followed by 975 for examiner-based objective structured clinical examination. Excessive course load and course not well covered by faculty were thought to be the main confounding factors.

Conclusions: The examiner-based assessment modalities induced high test anxiety. Faculty is urged to cover core contents within stipulated time and to rigorously reform and update existing curricula to prepare relevant course material.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

The Saudi Supplement on Medical Education is sponsored and supported by Al Imam Mohammed Ibn Saud Islamic University.

Additional information

Notes on contributors

Salman Y. Guraya

Salman Y. Guraya, FRCS, Masters MedEd, is the Vice Dean and Professor of Surgery at the College of Medicine University of Sharjah UAE. He has expertise and special interest in colorectal cancer and bariatric surgery. Professor Guraya has extensive experience in medical education especially medical professionalism and research ethics.

Shaista S. Guraya

Shaista S. Guraya, PhD, is an Assistant Professor at the College of Medicine Taibah University, KSA and has additional qualification in medical education. She is expert in women imaging and has done vast research in medical education.

Fawzia Habib

Fawzia Habib, PhD, is the Professor of Gynecology and Obstetrics at the College of Medicine Taibah University, KSA. She has significant experience in research in medical education.

Khalid W. AlQuiliti

Khalid AlQuiliti, PhD, is an Assistant Professor of Neurology at the College of Medicine Taibah University, KSA. His area of expertise is adult neurological disorders and epilepsy.

Khalid I. Khoshhal

Khalid I. Khoshhal, FRCS, is the Professor of Pediatric Orthopedic Surgery at the College of Medicine Taibah University KSA. He has special interest in medical education. Professor Khoshhal is also the Editor in Chief of the Journal of Taibah University Medical Sciences and J Musculoskeletal Surgery and Research.