Physician Assistant and Dental Student Use of Student Support Services Versus Academic Performance and Brief COPE Survey

Abstract

BackgroundStudents in medical programs report high stress levels associated with academic load. Stress can lead to poor academic performance and coping strategies. The use of universities' resources and services to assist physician assistant students (PAS) and dental students (DS) has not been correlated with stress or academic performance.PurposeThis study examines the relationships between student coping behaviors, academic performance, and student support service usage in PAS and DS during their 6‐weeks of human anatomy.MethodsConsenting PAS and DS were administered the Brief COPE as a measure of coping behaviors and their support services usage. The questionnaires were in online format following exams. The Brief COPE was used as a standardized measure of coping behaviors. Data analysis included: 1. Two‐tailed t‐test of individual survey items 2. Pearson's Correlation between Brief COPE items and exam scores 3. Comparison of student services usage, exam scores and significant Brief COPE items.ResultsAfter the first exam reported support usage increased up to 27%. Poorly performing students utilized tutoring and professor office hours less than higher performing peers. Brief COPE items indicating “self‐criticism” and “situational disbelief” correlated to decreased support usage and decreased exam scores.DiscussionStudents with poor coping strategies had reduced academic performance and student support usage. Identification of these students may increase opportunity for interventions through support services and may improve academic performance. This type of survey data can help identify students who may benefit from additional opportunities and services.Support or Funding InformationNo funding or financial support to disclose.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.