Comparison of physical therapy anatomy performance and anxiety scores in timed and untimed practical tests
Students in health care professional programs face many stressful tests that determine successful completion of their program. Test anxiety during these high stakes examinations can affect working memory and lead to poor outcomes. Methods of decreasing test anxiety include lengthening the time avail...
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| Veröffentlicht in: | Anatomical sciences education 2015-11, Vol.8 (6), p.518-524 |
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| creator | Schwartz, Sarah M. Evans, Cathy Agur, Anne M.R. |
| description | Students in health care professional programs face many stressful tests that determine successful completion of their program. Test anxiety during these high stakes examinations can affect working memory and lead to poor outcomes. Methods of decreasing test anxiety include lengthening the time available to complete examinations or evaluating students using untimed examinations. There is currently no consensus in the literature regarding whether untimed examinations provide a benefit to test performance in clinical anatomy. This study aimed to determine the impact of timed versus untimed practical tests on Master of Physical Therapy student anatomy performance and test anxiety. Test anxiety was measured using the State‐Trait Anxiety Inventory (STAI). Differences in performance, anxiety scores, and time taken were compared using paired sample Student's t‐tests. Eighty‐one of the 84 students completed the study and provided feedback. Students performed significantly higher on the untimed test (P = 0.005), with a significant reduction in test anxiety (P |
| doi_str_mv | 10.1002/ase.1508 |
| format | Article |
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x¯ = 20.4 ±10%). Eighty‐three percent (n = 69) of students preferred the untimed test, 8.4% (n = 7) the timed test, and 8.4% (n = 7) had no preference. Students took on average eight minutes longer on the untimed test. This study found that physical therapy students perform better on untimed tests, which may be related to a reduction in test anxiety. If the intended goal of evaluating health care professional students is to determine fundamental competencies, these factors should be considered when designing future curricula. Anat Sci Educ 8: 518–524. © 2014 American Association of Anatomists.</description><identifier>ISSN: 1935-9772</identifier><identifier>EISSN: 1935-9780</identifier><identifier>DOI: 10.1002/ase.1508</identifier><identifier>PMID: 25516337</identifier><language>eng</language><publisher>United States: Blackwell Publishing Ltd</publisher><subject>academic performance ; Achievement ; Adult ; Allied Health Personnel ; Anatomy ; Anatomy - education ; Anxiety - etiology ; College Students ; Comparative Analysis ; Educational Measurement - statistics & numerical data ; Female ; gross anatomy education ; gross anatomy laboratory ; Humans ; Male ; Physical Therapy ; physical therapy education ; Physical Therapy Specialty - education ; practical anatomy examination ; Scores ; State Trait Anxiety Inventory ; Statistical Analysis ; student assessments ; Students, Health Occupations - psychology ; Students, Health Occupations - statistics & numerical data ; Test Anxiety ; Time ; Time Factors ; timed test ; Timed Tests ; untimed test ; Young Adult</subject><ispartof>Anatomical sciences education, 2015-11, Vol.8 (6), p.518-524</ispartof><rights>2014 American Association of Anatomists</rights><rights>2014 American Association of Anatomists.</rights><rights>2015 American Association of Anatomists</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4798-a591180001fb688377af40cca979005d43dfd36ee161788b65622117ff9fd203</citedby><cites>FETCH-LOGICAL-c4798-a591180001fb688377af40cca979005d43dfd36ee161788b65622117ff9fd203</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fase.1508$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fase.1508$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,45550,45551</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1079574$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/25516337$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Schwartz, Sarah M.</creatorcontrib><creatorcontrib>Evans, Cathy</creatorcontrib><creatorcontrib>Agur, Anne M.R.</creatorcontrib><title>Comparison of physical therapy anatomy performance and anxiety scores in timed and untimed practical tests</title><title>Anatomical sciences education</title><addtitle>American Association of Anatomists</addtitle><description>Students in health care professional programs face many stressful tests that determine successful completion of their program. Test anxiety during these high stakes examinations can affect working memory and lead to poor outcomes. Methods of decreasing test anxiety include lengthening the time available to complete examinations or evaluating students using untimed examinations. There is currently no consensus in the literature regarding whether untimed examinations provide a benefit to test performance in clinical anatomy. This study aimed to determine the impact of timed versus untimed practical tests on Master of Physical Therapy student anatomy performance and test anxiety. Test anxiety was measured using the State‐Trait Anxiety Inventory (STAI). Differences in performance, anxiety scores, and time taken were compared using paired sample Student's t‐tests. Eighty‐one of the 84 students completed the study and provided feedback. Students performed significantly higher on the untimed test (P = 0.005), with a significant reduction in test anxiety (P < 0.001). Students who were unsuccessful on the timed test showed the greatest improvement on the untimed test (
x¯ = 20.4 ±10%). Eighty‐three percent (n = 69) of students preferred the untimed test, 8.4% (n = 7) the timed test, and 8.4% (n = 7) had no preference. Students took on average eight minutes longer on the untimed test. This study found that physical therapy students perform better on untimed tests, which may be related to a reduction in test anxiety. If the intended goal of evaluating health care professional students is to determine fundamental competencies, these factors should be considered when designing future curricula. Anat Sci Educ 8: 518–524. © 2014 American Association of Anatomists.</description><subject>academic performance</subject><subject>Achievement</subject><subject>Adult</subject><subject>Allied Health Personnel</subject><subject>Anatomy</subject><subject>Anatomy - education</subject><subject>Anxiety - etiology</subject><subject>College Students</subject><subject>Comparative Analysis</subject><subject>Educational Measurement - statistics & numerical data</subject><subject>Female</subject><subject>gross anatomy education</subject><subject>gross anatomy laboratory</subject><subject>Humans</subject><subject>Male</subject><subject>Physical Therapy</subject><subject>physical therapy education</subject><subject>Physical Therapy Specialty - education</subject><subject>practical anatomy examination</subject><subject>Scores</subject><subject>State Trait Anxiety Inventory</subject><subject>Statistical Analysis</subject><subject>student assessments</subject><subject>Students, Health Occupations - psychology</subject><subject>Students, Health Occupations - statistics & numerical data</subject><subject>Test Anxiety</subject><subject>Time</subject><subject>Time Factors</subject><subject>timed test</subject><subject>Timed Tests</subject><subject>untimed test</subject><subject>Young Adult</subject><issn>1935-9772</issn><issn>1935-9780</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp1kN2L1DAUxYMo7roK_gNKwRdfuuaj-ejjMoyjsqwsO6yPIZPesBnbpiYtbv97M3YcQfDhci85P84JB6HXBF8SjOkHk-CScKyeoHNSM17WUuGnp1vSM_QipT3GAhNOn6MzyjkRjMlztF-FbjDRp9AXwRXDw5y8NW0xPkA0w1yY3oyhm4sBoguxM72F_NbkefQwzkWyIUIqfF-MvoPmtzb1yz1EY8fFDdKYXqJnzrQJXh33Bdp-XG9Xn8rrr5vPq6vr0layVqXhNSEKY0zcTijFpDSuwtaaWtYY86ZijWuYACCCSKV2ggtKCZHO1a6hmF2g94vtEMOPKQfrzicLbWt6CFPSRFJFuRRVldF3_6D7MMU-f-5AyYqKSlV_DW0MKUVweoi-M3HWBOtD_TrXrw_1Z_Tt0XDa5QZO4J--M_BmASB6e5LXXwiWNZeHrHLRf_oW5v8G6au79THwyPs0wuOJN_G7FpJJrr_dbPT97eZGbW_v9R37BRvDpsk</recordid><startdate>201511</startdate><enddate>201511</enddate><creator>Schwartz, Sarah M.</creator><creator>Evans, Cathy</creator><creator>Agur, Anne M.R.</creator><general>Blackwell Publishing Ltd</general><general>Wiley-Blackwell</general><general>Wiley Subscription Services, Inc</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>K9.</scope><scope>7X8</scope></search><sort><creationdate>201511</creationdate><title>Comparison of physical therapy anatomy performance and anxiety scores in timed and untimed practical tests</title><author>Schwartz, Sarah M. ; Evans, Cathy ; Agur, Anne M.R.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4798-a591180001fb688377af40cca979005d43dfd36ee161788b65622117ff9fd203</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>academic performance</topic><topic>Achievement</topic><topic>Adult</topic><topic>Allied Health Personnel</topic><topic>Anatomy</topic><topic>Anatomy - education</topic><topic>Anxiety - etiology</topic><topic>College Students</topic><topic>Comparative Analysis</topic><topic>Educational Measurement - statistics & numerical data</topic><topic>Female</topic><topic>gross anatomy education</topic><topic>gross anatomy laboratory</topic><topic>Humans</topic><topic>Male</topic><topic>Physical Therapy</topic><topic>physical therapy education</topic><topic>Physical Therapy Specialty - education</topic><topic>practical anatomy examination</topic><topic>Scores</topic><topic>State Trait Anxiety Inventory</topic><topic>Statistical Analysis</topic><topic>student assessments</topic><topic>Students, Health Occupations - psychology</topic><topic>Students, Health Occupations - statistics & numerical data</topic><topic>Test Anxiety</topic><topic>Time</topic><topic>Time Factors</topic><topic>timed test</topic><topic>Timed Tests</topic><topic>untimed test</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Schwartz, Sarah M.</creatorcontrib><creatorcontrib>Evans, Cathy</creatorcontrib><creatorcontrib>Agur, Anne M.R.</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>MEDLINE - Academic</collection><jtitle>Anatomical sciences education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Schwartz, Sarah M.</au><au>Evans, Cathy</au><au>Agur, Anne M.R.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1079574</ericid><atitle>Comparison of physical therapy anatomy performance and anxiety scores in timed and untimed practical tests</atitle><jtitle>Anatomical sciences education</jtitle><addtitle>American Association of Anatomists</addtitle><date>2015-11</date><risdate>2015</risdate><volume>8</volume><issue>6</issue><spage>518</spage><epage>524</epage><pages>518-524</pages><issn>1935-9772</issn><eissn>1935-9780</eissn><abstract>Students in health care professional programs face many stressful tests that determine successful completion of their program. Test anxiety during these high stakes examinations can affect working memory and lead to poor outcomes. Methods of decreasing test anxiety include lengthening the time available to complete examinations or evaluating students using untimed examinations. There is currently no consensus in the literature regarding whether untimed examinations provide a benefit to test performance in clinical anatomy. This study aimed to determine the impact of timed versus untimed practical tests on Master of Physical Therapy student anatomy performance and test anxiety. Test anxiety was measured using the State‐Trait Anxiety Inventory (STAI). Differences in performance, anxiety scores, and time taken were compared using paired sample Student's t‐tests. Eighty‐one of the 84 students completed the study and provided feedback. Students performed significantly higher on the untimed test (P = 0.005), with a significant reduction in test anxiety (P < 0.001). 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x¯ = 20.4 ±10%). Eighty‐three percent (n = 69) of students preferred the untimed test, 8.4% (n = 7) the timed test, and 8.4% (n = 7) had no preference. Students took on average eight minutes longer on the untimed test. This study found that physical therapy students perform better on untimed tests, which may be related to a reduction in test anxiety. If the intended goal of evaluating health care professional students is to determine fundamental competencies, these factors should be considered when designing future curricula. Anat Sci Educ 8: 518–524. © 2014 American Association of Anatomists.</abstract><cop>United States</cop><pub>Blackwell Publishing Ltd</pub><pmid>25516337</pmid><doi>10.1002/ase.1508</doi><tpages>7</tpages></addata></record> |
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| subjects | academic performance Achievement Adult Allied Health Personnel Anatomy Anatomy - education Anxiety - etiology College Students Comparative Analysis Educational Measurement - statistics & numerical data Female gross anatomy education gross anatomy laboratory Humans Male Physical Therapy physical therapy education Physical Therapy Specialty - education practical anatomy examination Scores State Trait Anxiety Inventory Statistical Analysis student assessments Students, Health Occupations - psychology Students, Health Occupations - statistics & numerical data Test Anxiety Time Time Factors timed test Timed Tests untimed test Young Adult |
| title | Comparison of physical therapy anatomy performance and anxiety scores in timed and untimed practical tests |
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