Medical Education Department, Medical Education Development Centre, Shiraz University of Medical Sciences, Shiraz, Iran.
Clinical Education Research Centre, Education Developmental Centre, Shiraz University of Medical Sciences, Shiraz, Iran.
BMC Psychol. 2022 Jul 29;10(1):187. doi: 10.1186/s40359-022-00896-4.
The studies show test anxiety is a common disorder in students that causes academic failure. There are not enough studies and specific theoretical background about test anxiety and ways to deal with it, so the purpose of this study was to do a qualitative study to fully understand the ways to deal with test anxiety in medical Sciences students.
This is a qualitative study. The participants are the students of the last 2 years of pharmacy, medicine and dentistry at Isfahan University of Medical Sciences. Ten students were selected by purposeful sampling, and interviews continued until the data saturation stage and the lack of access to new data. The data were analyzed by seven-level Colaizzi method.
After analyzing data, about 50 codes were extracted. These codes divided into 16 subclasses, and among them, ultimately five main themes are extracted: "Prayer and Dialogue with God", "Interaction and communication with friends and relatives", "studying strategies", "Finding ways to relax and self-care" and "Negative strategies" were extracted.
The result of this study showed that students often use positive strategies to overcome the test anxiety and try to use positive strategies, but some students are advised of undesirable strategies such as misuse of authorized drugs and writing cheating that that lead to a lot of complex problems. The educational system should do its utmost effort to empower students to manage the anxiety by learning the best strategies.
研究表明，考试焦虑是学生中常见的一种导致学业失败的障碍。目前关于考试焦虑及其应对方式的研究还不够充分，也缺乏具体的理论背景，因此本研究旨在通过定性研究充分了解医学生应对考试焦虑的方式。
这是一项定性研究。参与者为伊斯法罕医科大学药学、医学和牙科学院最后两年的学生。通过目的抽样选择了 10 名学生，访谈持续进行，直到数据饱和阶段且无法获得新数据为止。采用七级 Colaizzi 方法对数据进行分析。
对数据进行分析后，提取了约 50 个代码。这些代码分为 16 个子类，其中最终提取了 5 个主要主题：“祈祷和与上帝对话”、“与朋友和亲戚互动和交流”、“学习策略”、“寻找放松和自我保健的方法”和“消极策略”。
本研究结果表明，学生通常会使用积极的策略来克服考试焦虑，并努力采用积极的策略，但也有一些学生被建议采用不理想的策略，如滥用授权药物和作弊等，这会导致很多复杂的问题。教育系统应尽最大努力通过学习最佳策略来增强学生管理焦虑的能力。
