NDLI: Test anxiety and United States Medical Licensing Examination scores.

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Test anxiety and United States Medical Licensing Examination scores.

Content Provider	World Health Organization (WHO)-Global Index Medicus
Author	Green, Michael Angoff, Nancy Encandela, John
Description	Country affiliation: United States Author Affiliation: Green M ( Teaching and Learning Center, Yale School of Medicine, New Haven, Connecticut, USA.); Angoff N ( Teaching and Learning Center, Yale School of Medicine, New Haven, Connecticut, USA.); Encandela J ( Teaching and Learning Center, Yale School of Medicine, New Haven, Connecticut, USA.)
Abstract	BACKGROUND: Many medical students experience test anxiety, which may impair their performance in examinations. We examined the relationship between test anxiety and United States Medical Licensing Examination (USMLE) step-1 scores and determined the effect of a test-taking course on anxiety and USMLE scores. METHODS: We randomly chose second-year students to take a test-taking strategies course (cases) from among volunteers. The remainder of the class served as controls. We measured test anxiety with the Westside Test Anxiety Scale (with possible scores of 1-5). The cases completed the Westside Test Anxiety scale at baseline, after completing the course (4 weeks) and again after taking the USLME step 1 (10 weeks). The controls completed the instrument at baseline and after taking the USMLE step 1 (10 weeks). RESULTS: Ninety-three of 101 (92%) students participated in the study. The baseline test anxiety score for all students was 2.48 (SD 0.63). Test anxiety was inversely correlated with USMLE step 1 (ß = -0.24, p = 0.01), adjusting for Medical College Admission Test (MCAT) scores. The test anxiety score of the participants decreased from 2.79 to 2.61 after the course (p = 0.09), and decreased further to 2.53 after the USMLE (p = 0.02), whereas the scores of the controls increased. The mean USMLE step-1 score was 234 for the cases and 243 for the controls (p = 0.03). Many medical students experience test anxiety, which may impair their performance in examinations DISCUSSION: Test anxiety is modestly inversely correlated with USMLE step-1 scores. A test-taking strategy course modestly reduced anxiety, but did not improve USMLE scores. More robust interventions that achieve greater reductions in text anxiety may improve test scores.
File Format	HTM / HTML
ISSN	17434971
Issue Number	2
Journal	The Clinical Teacher
Volume Number	13
e-ISSN	1743498X
Language	English
Publisher	Wiley-Blackwell
Publisher Date	2016-04-01
Publisher Place	Great Britain (UK)
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Discipline Clinical Competence
Content Type	Text
Resource Type	Article
Subject	Medicine Review and Exam Preparation

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