Use este identificador para citar o ir al link de este elemento:
http://hdl.handle.net/1843/64044| Tipo: | Artigo de Periódico |
| Título: | Stress, anxiety, self-efficacy, and the meanings that physical therapy students attribute to their experience with an objective structured clinical examination |
| Título(s) alternativo(s): | Estresse, ansiedade, autoeficácia e os significados que os estudantes de fisioterapia atribuem à sua experiência com um exame clínico objetivo estruturado |
| Autor(es): | Erica de Matos Reis Ferreira Rafael Zambelli Pinto Paula Maria Machado Arantes Érica Leandro Marciano Vieira Antônio Lúcio Teixeira Fabiane Ribeiro Ferreira Daniela Virgínia Vaz |
| Resumen: | Background: Excessive stress and anxiety can impair learning. The objective structured clinical examination (OSCE) is a valuable tool to assess and promote the acquisition of clinical skills. However, significant OSCE-related stress and anxiety are frequently reported. The aim of this study was to investigate the relationships between physiological stress, self-reported levels of anxiety due to an OSCE, self-efficacy, and the meanings that physical therapy students attribute to their experience with the exam. Design: Concurrent mixed methods study. Methods: A total of 32 students took part in this study. All were enrolled in the third semester of a 10-semester Physical Therapy Bachelor Program. Salivary cortisol levels, self-reported anxiety (State-Trait Anxiety Inventory, STAI) were measured before the OSCE. Exam scores and self-efficacy ratings were also recorded. Correlations between variables were tested with the Pearson correlation, with ɑ at 0.05. Semi-structured interviews were used to explore the personal perspectives of students. Thematic analysis was used to investigate emergent themes. Results: Trait anxiety scores were significantly higher than normative values (p < 0.001). A high proportion of students showed high (STAI> 49) state anxiety (37.5%) and trait anxiety (65.6%). Salivary cortisol was not associated anxiety (p > 0.05). Neither stress nor anxiety correlated with OSCE scores. A moderate and significant direct correlation was found for self-efficacy scores and OSCE scores (r = 0.475, p = 0.007). Students reported that confidence had a calming effect and led to better self-perceived performance. They also reported that the OSCE can provide meaningful learning experiences despite being stressful. Conclusions: A high proportion of our students reported a stable/lingering negative affect. However, neither stress nor anxiety related to OSCE scores. Students’ confidence in their capabilities was correlated with their performance. Their subjective reports suggest that self-confidence may have protected them from the negative effects of stress and anxiety on academic performance. |
| Asunto: | Estresse (psicologia) Ansiedade Autoeficácia |
| Idioma: | eng |
| País: | Brasil |
| Editor: | Universidade Federal de Minas Gerais |
| Sigla da Institución: | UFMG |
| Departamento: | EEF - DEPARTAMENTO DE FISIOTERAPIA |
| Tipo de acceso: | Acesso Aberto |
| Identificador DOI: | https://doi.org/10.1186/s12909-020-02202-5 |
| URI: | http://hdl.handle.net/1843/64044 |
| Fecha del documento: | 2020 |
| metadata.dc.url.externa: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7488334/ |
| metadata.dc.relation.ispartof: | BMC Medical Education |
| Aparece en las colecciones: | Artigo de Periódico |
archivos asociados a este elemento:
| archivo | Descripción | Tamaño | Formato | |
|---|---|---|---|---|
| Stress, anxiety, self-efficacy, and the meanings that physical therapy students attribute to their experience with an objective structured clinical examination.pdf | 10.38 MB | Adobe PDF | Visualizar/Abrir |
Los elementos en el repositorio están protegidos por copyright, con todos los derechos reservados, salvo cuando es indicado lo contrario.