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Can relaxation exercises improve students' OSCE grades: a prospective study.

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Human performance optimization techniques (HPOT) reduced medical students' anxiety before Objective Structured Clinical Examinations (OSCE). However, these methods did not improve student performance on the final exam.

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Area of Science:

  • Medical Education
  • Health Professions Assessment
  • Human Performance Optimization

Background:

  • Objective Structured Clinical Examinations (OSCE) are standard assessments for health profession students.
  • OSCEs can induce significant stress and anxiety in students, potentially impacting performance.
  • Human Performance Optimization Techniques (HPOT) offer strategies to enhance individual capabilities.

Purpose of the Study:

  • To evaluate the effectiveness of HPOT in improving medical students' performance during OSCEs.
  • To assess the impact of HPOT on reducing pre-examination anxiety in medical students.
  • To determine the correlation between anxiety levels and OSCE scores.

Main Methods:

  • Medical students were divided into randomized blocks, with some receiving a 30-minute HPOT preparation session (including relaxation, conscious breathing, and positive reinforcement) and others serving as controls.
  • Anxiety levels were measured before and after the OSCE using a Visual Analogic Scale (VAS).
  • Final OSCE scores were analyzed in relation to pre- and post-examination anxiety levels and the intervention group.

Main Results:

  • The HPOT group showed a significant reduction in pre-OSCE anxiety compared to the control group (VAS median 4 vs. 6, p=0.001).
  • Pre-examination anxiety was not significantly associated with final OSCE scores (p=0.5).
  • The HPOT intervention did not lead to a significant improvement in final OSCE scores (p=0.4).
  • A significant inverse correlation was found between post-examination anxiety (VAS) and final scores (p=0.01), indicating lower anxiety was linked to better performance.

Conclusions:

  • HPOT strategies, including relaxation and positive reinforcement, effectively decreased anxiety in medical students before OSCEs.
  • Despite reducing anxiety, HPOT did not enhance students' performance on the final OSCE.
  • Lower post-examination anxiety correlated with higher OSCE scores, suggesting anxiety management remains crucial for student well-being and potentially performance.