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Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/64044
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dc.creatorErica de Matos Reis Ferreirapt_BR
dc.creatorRafael Zambelli Pintopt_BR
dc.creatorPaula Maria Machado Arantespt_BR
dc.creatorÉrica Leandro Marciano Vieirapt_BR
dc.creatorAntônio Lúcio Teixeirapt_BR
dc.creatorFabiane Ribeiro Ferreirapt_BR
dc.creatorDaniela Virgínia Vazpt_BR
dc.date.accessioned2024-02-16T16:38:19Z-
dc.date.available2024-02-16T16:38:19Z-
dc.date.issued2020-
dc.citation.volume20pt_BR
dc.identifier.doihttps://doi.org/10.1186/s12909-020-02202-5pt_BR
dc.identifier.issn1472-6920pt_BR
dc.identifier.urihttp://hdl.handle.net/1843/64044-
dc.description.resumoBackground: 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.pt_BR
dc.description.sponsorshipCAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorpt_BR
dc.format.mimetypepdfpt_BR
dc.languageengpt_BR
dc.publisherUniversidade Federal de Minas Geraispt_BR
dc.publisher.countryBrasilpt_BR
dc.publisher.departmentEEF - DEPARTAMENTO DE FISIOTERAPIApt_BR
dc.publisher.initialsUFMGpt_BR
dc.relation.ispartofBMC Medical Educationpt_BR
dc.rightsAcesso Abertopt_BR
dc.subjectOSCEpt_BR
dc.subjectStresspt_BR
dc.subjectAnxietypt_BR
dc.subjectSelf-efficacypt_BR
dc.subject.otherEstresse (psicologia)pt_BR
dc.subject.otherAnsiedadept_BR
dc.subject.otherAutoeficáciapt_BR
dc.titleStress, anxiety, self-efficacy, and the meanings that physical therapy students attribute to their experience with an objective structured clinical examinationpt_BR
dc.title.alternativeEstresse, ansiedade, autoeficácia e os significados que os estudantes de fisioterapia atribuem à sua experiência com um exame clínico objetivo estruturadopt_BR
dc.typeArtigo de Periódicopt_BR
dc.url.externahttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC7488334/pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0002-2775-860Xpt_BR
dc.identifier.orcidhttps://orcid.org/0000-0001-7064-9751pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0002-4147-5614pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0002-9621-5422pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0003-3758-7493pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0003-0470-6361pt_BR
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