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0«@®ii®@yjum-j®urnal» #!«§)), 2024 / pedagogical sciences
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PEDAGOGICAL SCIENCES
UDC: 616.248-06:616.211-002]-058.1-07-072.2
Makovskyi V.O., Krupchuk M. V., Shpak M. V., Yerechuk Y.V., Tarnavska S.I., Shakhova O.O.
Bukovinian State Medical University DOI: 10.24412/2520-6990-2024-5198-19-20 ASSESSMENT OF TEST ANXIETY AT THE PRE- AND POST-GRADUATE STAGES OF THE TRAINING OF STUDENTS AND DOCTOR INTERNS DURING THE COVID-19 EPIDEMIC IN THE
CONDITIONS OF DISTANCE EDUCATION
Resume.
The article analyzes the results of an anonymous survey of students and medical interns during the COVID -19 epidemic. We found that according to the test anxiety questionnaire (I.G. Sarason, 1980) no significant differences were found at the pre- and post-graduate stages of training of doctors. Intern doctors, according to the results of self-assessment, were more focused on the exam, rejecting extraneous thoughts, more responsible and self-critical.
Key words: test anxiety, students, interns
Introduction. All over the world, distance education has long occupied its socially significant niche [2], providing constant contact and intensive exchange of information between the student and the teacher (tutor), while the effectiveness of education depends on the use of various methods of presenting new information and the introduction of modern information technologies.
According to the order of the Ministry of Education and Culture ofUkraine dated April 25, 2013, N466, distance learning means an individualized process of acquiring knowledge, abilities, skills and ways of cognitive activity of a person, which takes place mainly through the mediated interaction of remote participants of the educational process in a specialized environment, which functions on the basis of modern psychological and pedagogical and information and communication technologies [1].
In order to train highly specialized specialists in medical education, it is necessary to master not only thorough theoretical knowledge, but also to acquire the competencies necessary for a future doctor. It is the application of simulation technologies of training in clinical disciplines that allow deepening the understanding of the educational material, contribute to the development of analytical and creative thinking, and the development of professional skills and abilities. At the same time, in the conditions of distance learning, the use of mannequins and simulators is not possible, which requires the search for other tools for effective training of students.
Thus, the application of simulation technologies based on virtual and/or standardized patients during distance learning, especially in the conditions of the COVID-19 pandemic, is quite relevant and requires further study [3].
Main part. The purpose of the study was to conduct a comparative assessment oftest anxiety at the undergraduate and postgraduate stages of teaching in institutions of higher medical education during the
implementation of simulation technologies in the conditions of distance learning during the COVID-1 9 pandemic.
We conducted an anonymous survey of 103 people who underwent undergraduate and postgraduate studies at the Department of Pediatrics and Children's Infectious Diseases of Bukovyna State Medical University. Within the discipline "pediatrics, children's infections" classes were implemented using the method of problem-oriented learning using virtual patients and/or standardized patients. All students and interns were assessed for test anxiety according to the questionnaire of I.G Sarason, 1980.
2 observation groups were formed: Group I - 63 students ofthe 6th year (average age - 22.8 years, share of women - 70.6%), Group II - 35 intern doctors (average age - 24.4 years, share of women - 94 .3%). According to the main clinical characteristics, the observation groups were comparable.
While assessing test anxiety, we found that among the interviewed respondents, sweating during the exam is noted with the same frequency in both 6th-year students and intern doctors: 42.6% and 45.7% (P9».05) of cases, respectively . A feeling of panic was recorded by about 73% of the respondents of both groups. 67.6% of 6th year students and 77.1% (P9>0.05) of interns expressed their opinion about the possibility of not passing the exam/testing. "Stomach disorder" during testing was characteristic of about a third of the respondents of the II group (34.3%) and 42.6% (p9>0.05) of the respondents ofthe I group. The panic thought criterion: " The rest are smarter" was registered with almost equal frequency by half of the respondents of both groups. The feeling of fainting during the exam was noted in a fifth of the respondents of the I (19.1%) and II groups (25.8%, p^>0.05), respectively. Excitement before the start of testing was observed in the majority of respondents (88.2% and 82.8%, p^>0.05 of cases of the I and II groups, respectively). 60.3% of 6th-year students and only one-
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PEDAGOGICAL SCIENCES / «<g®lLlL®@U[]UM~J0U®MaiL» 2024
fifth (20%, p9<0.05) of interns had extraneous thoughts during the exam/testing, which indicated more focused attention and a responsible attitude towards solving the tasks of future doctors.
The criterion "during the exam I forget what I knew" was recorded by more than 2/3 of the respondents of both groups (72.1% and 74.3%, P9>0.05, respectively). Before the exam, only a third of the surveyed respondents felt confident in their own abilities (32.4% and 31.4%, p^>0.05 of the I and II groups, respectively). 45.7% of 6th-year students and only 37.1% (p9».05) of medical interns believed that "emotional experiences did not affect academic performance." The opinion " A good result on one exam does not increase confidence in the next" was held by 44.2% of students and 48.6% (p^>0.05) of intern doctors. The feeling that I would have done better was present in 13.2% of respondents of the 1st group and 28.6% (p9<0.05) of the 2nd group, respectively, which indicated a more pronounced critical self-assessment of intern doctors. Almost 82% of the respondents ofboth groups felt palpitations during the exams.
Conclusions. According to the test anxiety questionnaire (I.G. Sarason, 1980), no significant differences were found at the pre- and post-graduate stages of training of doctors. Intern doctors, according to the results of self-assessment, were more focused on the exam, rejecting extraneous thoughts, more responsible and self-critical.
References.
1. Volosovets O.P., Vygovska O.V., Kryvopustov S.P., Kuzmenko A.Ya. Distance learning as an information and communication technology for undergraduate training of pediatric doctors in the conditions of modern challenges// Medical education. 2020, 3: 9-12
2. Ivankova N.A., Ryzhov O.A. Module of the pedagogical system of electronic distance learning based on cloud services// Medical education. 2020, 3:34-40.
3. Jiang Z., Wu H., Cheng H. Twelve tips for teaching medical students online under COVID-19 // Medical education online. 2021. 26 (1): 1854-1866.
