考试表现和测试焦虑的比较在钟声节奏和自动节奏的粗体解剖实验室检查期间
Danielle C Bentley1, Angelo Sotto1, Peter Lombardi2
1Division of Anatomy, Department of Surgery, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.
Anatomical sciences education
|March 12, 2026
概括
钟声节奏考试没有影响解剖学学生的表现,但增加了焦虑. 大多数学生更喜欢这种结构化格式,尽管自动步调考试不那么令人焦虑,突出了评估设计中偏好和心理益处之间的脱节.
科学领域:
- 医学教育 医学教育
- 解剖学 实验室评估
- 教育心理学教育心理学
背景情况:
- 在解剖实验室考试中评估节奏可能会影响学生的表现和焦虑水平.
- 了解不同步调结构的影响对于优化评估设计至关重要.
- 学生对评估格式的偏好可能并不总是与心理益处保持一致.
研究的目的:
- 在解剖实验室检查中比较钟声节奏 (BP) 和自律节奏 (SP) 的时间结构.
- 评估节奏对学生表现,考试焦虑和偏好的影响.
- 探索评估偏好与心理结果之间的关系.
主要方法:
- 一项随机交叉研究,涉及35名本科生在BP和SP条件下完成解剖实验室考试.
- 利用修改后的状态特征焦虑库存来测量预期性,后续性和反应性测试焦虑.
- 采用混合效应模型进行绩效和焦虑分析,并补充了定性反的专题分析.
主要成果:
- 考试表现在钟声节奏 (82.8%) 和自动节奏 (81.1%) 条件之间是可比的.
- 与自我节奏相比,钟声节奏显著增加了反应性测试焦虑 (p < 0.01).
- 尽管增加了焦虑,66%的学生更喜欢钟声节奏格式的组织.
结论:
- 钟速解剖实验室考试不会显著改变学术表现,但可以增加反应性测试焦虑.
- 学生对评估节奏的偏好可能优先考虑结构和熟悉性,而不是心理舒适性.
- 评估设计应考虑学术成果和心理福祉,承认学生偏好的潜在差异.
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