Pate Adam N, Neely Stephen, Malcom Daniel R, Daugherty Kimberly K, Zagar Michelle, Medina Melissa S
University of Mississippi, School of Pharmacy, Oxford, Mississippi
Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia.
Am J Pharm Educ. 2021 Jan;85(1):8041. doi: 10.5688/ajpe8041. Epub 2020 Nov 2.
To evaluate the degree of cognitive test anxiety (CTA) present in student pharmacists at multiple pharmacy programs in the United States and to determine if there are associations between self-reported CTA and relevant academic outcomes. All 2018-2019 advanced pharmacy practice experience (APPE) students from three US Doctor of Pharmacy (PharmD) programs (N=260) were invited to participate in the study. Participants completed a validated 37-question survey that included the Cognitive Test Anxiety Scale-2 (CTAS-2) along with demographics-related questions. Responses were analyzed using analysis of variance (ANOVA), Kruskal Wallace, and multiple linear regression where appropriate. One hundred twenty-four students (48%) from the three programs participated in the study, and the individual data of 119 (46%) were included in the final analysis. Twenty-two students (18.5%) were classified as having high CTA, 41 (34.5%) as having moderate CTA, and 56 (47.1%) as having low CTA. High CTA predicted a 8.9 point lower NAPLEX total scaled score after accounting for other variables and was also correlated with lower cumulative didactic GPA, performance on the Pharmacy Curriculum Outcomes Assessment (PCOA), and increased likelihood of requiring course remediation. High cognitive test anxiety affects 18% of pharmacy students and may significantly impact their performance on a variety of traditional student success measures, including the NAPLEX. Pharmacy educators should consider further use and adoption of test anxiety measurements to identify and assist potentially struggling students.
评估美国多个药学项目的学生药剂师中存在的认知测试焦虑（CTA）程度，并确定自我报告的CTA与相关学术成果之间是否存在关联。邀请了来自美国三个药学博士（PharmD）项目的所有2018 - 2019年高级药学实践经验（APPE）学生（N = 260）参与该研究。参与者完成了一份经过验证的包含37个问题的调查问卷，其中包括认知测试焦虑量表 - 2（CTAS - 2）以及与人口统计学相关的问题。在适当的情况下，使用方差分析（ANOVA）、Kruskal Wallace检验和多元线性回归对回答进行分析。来自这三个项目的124名学生（48%）参与了该研究，119名学生（46%）的个人数据被纳入最终分析。22名学生（18.5%）被归类为高CTA，41名（34.5%）为中度CTA，56名（47.1%）为低CTA。在考虑其他变量后，高CTA预测NAPLEX总量表得分低8.9分，并且还与较低的累积教学GPA、药学课程成果评估（PCOA）成绩以及需要课程补习的可能性增加相关。高认知测试焦虑影响18%的药学学生，可能会显著影响他们在包括NAPLEX在内的各种传统学生成功衡量标准上的表现。药学教育工作者应考虑进一步使用和采用测试焦虑测量方法，以识别和帮助可能遇到困难的学生。
