A systematic review of the impact of assessment on the well-being of medical students

ResearchSpace/Manakin Repository

Show simple item record

dc.contributor.author Lyndon, Mataroria en
dc.contributor.author Strom, JM en
dc.contributor.author Alyami, Hussain en
dc.contributor.author Yu, Tzu-Chieh en
dc.contributor.author Wilson, Nichola en
dc.contributor.author Singh, PP en
dc.contributor.author Lemanu, DP en
dc.contributor.author Yielder, Jill en
dc.contributor.author Hill, Andrew en
dc.date.accessioned 2018-10-18T02:52:55Z en
dc.date.issued 2014 en
dc.identifier.citation Perspectives on Medical Education 3(6):405-418 Dec 2014 en
dc.identifier.issn 2212-2761 en
dc.identifier.uri http://hdl.handle.net/2292/42860 en
dc.description.abstract A systematic review was conducted to determine the relationship between academic assessment and medical student psychological distress with the aim of informing assessment practices. A systematic literature search of six electronic databases (Medline, Medline IN PROCESS, PubMed, EMBASE, Psychinfo, ERIC) from 1991 to May 2014 was completed. Articles focusing on academic assessment and its relation to stress or anxiety of medical students were included. From 3,986 potential titles, 82 full-text articles were assessed for eligibility, and 23 studies met review inclusion criteria. Studies focused on assessment stress or anxiety, and assessment performance. Consistent among the studies was the finding that assessment invokes stress or anxiety, perhaps more so for female medical students. A relationship may exist between assessment stress or anxiety and impaired performance. Significant risks of bias were common in study methodologies. There is evidence to suggest academic assessment is associated with psychological distress among medical students. However, differences in the types of measures used by researchers limited our ability to draw conclusions about which methods of assessment invoke greater distress. More rigorous study designs and the use of standardized measures are required. Future research should consider differences in students’ perceived significance of assessments, the psychological effects of constant exposure to assessment, and the role of assessment in preparing students for clinical practice. en
dc.relation.ispartofseries Perspectives on Medical Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri https://creativecommons.org/licenses/by/4.0/ en
dc.title A systematic review of the impact of assessment on the well-being of medical students en
dc.type Journal Article en
dc.identifier.doi 10.1007/s40037-014-0148-6 en
pubs.issue 6 en
pubs.begin-page 405 en
pubs.volume 3 en
dc.rights.holder Copyright: The authors en
dc.identifier.pmid 25428333 en
pubs.author-url http://link.springer.com/article/10.1007/s40037-014-0148-6 en
pubs.end-page 418 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.subtype Article en
pubs.elements-id 408423 en
pubs.org-id Medical and Health Sciences en
pubs.org-id School of Medicine en
pubs.org-id Cent Medical & Hlth Sci Educat en
pubs.org-id Psychological Medicine Dept en
pubs.org-id South Auckland clinical school en
pubs.org-id Surgery Department en
dc.identifier.eissn 2212-277X en
pubs.record-created-at-source-date 2013-11-11 en
pubs.dimensions-id 25428333 en

Full text options

Find Full text

This item appears in the following Collection(s)

Show simple item record

https://creativecommons.org/licenses/by/4.0/ Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by/4.0/


Search ResearchSpace

Advanced Search