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Pharmacy Student Anxiety and Success With Objective Structured Clinical Examinations
1Wilkes University Nesbitt School of Pharmacy, Wilkes-Barre, Pennsylvania.
American Journal of Pharmaceutical Education
|March 15, 2017
Summary
Student anxiety levels did not impact objective structured clinical examination (OSCE) pass rates. Further research should explore interventions beyond anxiety reduction to improve student performance in these high-stakes assessments.
Area of Science:
- Medical Education
- Psychology in Education
Background:
- Objective Structured Clinical Examinations (OSCEs) are critical assessments in medical training.
- Student anxiety is a common concern during high-stakes evaluations.
Purpose of the Study:
- To investigate the correlation between student state-anxiety and performance on moderate-to-high stakes OSCEs.
- To determine if anxiety levels influence OSCE pass rates and scores.
Main Methods:
- Third-year professional students completed the Speilberger State-Trait Anxiety Index (STAI) before their OSCEs.
- Student anxiety scores were compared with OSCE station pass rates, analytical scores, and overall class pass rates.
Main Results:
- No significant association was found between student state-anxiety or trait-anxiety and OSCE outcomes.
- Overall pass rates, individual station pass rates, and analytical scores did not correlate with anxiety levels.
Conclusions:
- Interventions to improve OSCE performance should not solely focus on anxiety reduction.
- Future research should explore alternative strategies to enhance student success in OSCEs.
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