García José Manuel, Sánchez-Porras David, Etayo-Escanilla Miguel, Ávila-Fernández Paula, Ortiz-Arrabal Olimpia, Martín-Piedra Miguel-Ángel, Campos Fernando, García-García Óscar-Darío, Chato-Astrain Jesús, Alaminos Miguel
Tissue Engineering Group, Department of Histology, Medical School, University of Granada, Granada, Spain.
Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain.
Anat Sci Educ. 2025 Mar;18(3):254-263. doi: 10.1002/ase.2551. Epub 2025 Jan 11.
The recent coronavirus disease (COVID-19) forced pre-university professionals to modify the educational system. This work aimed to determine the effects of pandemic situation on students' access to medical studies by comparing the performance of medical students. We evaluated the performance of students enrolled in a subject taught in the first semester of the medical curriculum in two pre-pandemic academic years (PRE), two post-pandemic years (POST), and an intermediate year (INT) using the results of a final multiple-choice exam. Consistency analysis among periods was performed using the Cronbach alpha coefficient (α), the difficulty index with random effects correction (DI), and the point-biserial correlation index (PB). The five exams were homogeneous and had similar α, DI, and PB difficultness. Performance significantly decreased in POST students compared with PRE students, with a correlation between performance and the academic years (PRE-POST). A significant decrease in the percentage of correct answers was detected in the academic years, with POST students showing lower results than PRE students, but not in the percentage of questions answered incorrectly. Significantly higher percentages of unanswered questions were found among POST students. These results confirm the negative impact of the POST pre-university educational system on the performance of students accessing medical school and suggest that POST students could have a higher degree of uncertainty. Specific education programs should be implemented during the first years of the medical curriculum to tailor this effect and increase students' self-confidence and knowledge, which may be associated with confidence.
近期的冠状病毒病（COVID-19）迫使大学预科阶段的教育工作者对教育体系进行调整。本研究旨在通过比较医学生的表现，确定疫情形势对学生进入医学专业学习的影响。我们使用期末考试多项选择题的结果，评估了在两个疫情前学年（PRE）、两个疫情后学年（POST）以及一个中间学年（INT）中，医学课程第一学期所授一门课程的注册学生的表现。使用克朗巴哈阿尔法系数（α）、随机效应校正难度指数（DI）和点二列相关指数（PB）进行各时期之间的一致性分析。这五次考试具有同质性，且α、DI和PB难度相似。与PRE学生相比，POST学生的表现显著下降，表现与学年（PRE - POST）之间存在相关性。在各学年中，正确答案的百分比显著下降，POST学生的成绩低于PRE学生，但答错问题的百分比没有下降。在POST学生中，未回答问题的百分比显著更高。这些结果证实了大学预科后教育体系对进入医学院的学生表现产生的负面影响，并表明POST学生可能具有更高程度的不确定性。应在医学课程的头几年实施特定的教育计划，以调节这种影响，并增强学生的自信心和知识，这可能与信心相关。
