Lower Exam Scores Research Articles

Language of primary medical qualification and differential MRCGP exam attainment: an observational study.

Background International Medical Graduates (IMGs) are more likely to fail postgraduate assessments and comprise over half of GP trainees. Aim This study assessed whether there is an association between language of primary medical qualification (PMQ) and Membership of the Royal College of General Practitioners (MRCGP) results and whether performance in previous pre-qualification assessments is correlated. Design and Setting We used the World Directory of Medical Schools Search and the UK Medical Education databases. Data were obtained for all candidates who sat the MRCGP exams between October 2013 and July 2021 (N=28,005). Method Cohort 1 included UK graduates, cohort 2 included IMGs with PMQ English who trained in countries with English (2a) or non-English (2b) as a first language, and cohort 3 included IMGs with PMQ non-English. Logistic and linear regression analyses were used to compare the odds of exam passing and the scores relative to pass. Associations with past MSRA scores, IELTS scores and PLAB scores were examined. Results IMGs who trained in countries with non-English as first language had statistically significantly lower odds of passing the exams and lower exam scores across all exam components. There were significant positive correlations between MSRA, IELTs and PLAB scores and MRCGP exam scores. Conclusion English PMQ language and undertaking medical training in a country with English as the native language seem to result in significantly better chances of passing the exams and better exam scores. Performance in pre-qualification assessments can help identify IMG trainees who may benefit from tailored support.

Classroom recordings: Utilization and influence on course performance.

Providing video recordings of lecture material may enhance student flexibility, but does it alter attendance or influence their grade? This project assessed the extent and purpose of video usage by students and evaluated their impact on course performance within first-year basic science courses in a chiropractic curriculum. All first-year students enrolled at a chiropractic college based in the United States were invited to complete a retrospective survey regarding video usage, attendance, and study behaviors for basic science courses they were enrolled during the previous term. Grades were third-party obtained for each consenting student. Statistical analysis included descriptive statistics and independent t tests for each course. Effect size using Cohen's d was calculated for all statistically significant courses (p < .05). Overall, 260 students completed the questionnaire assessing 18 courses in total. The perceived helpfulness of video recordings was associated with heavier usage, primarily to study for exams. Shorter summary videos were preferred by 78% of students over full lecture recordings. Use of videos to replace lectures increased from 21.9% to 53.2% in first through third trimester, respectively. Video use in Neuroanatomy I, Neuroanatomy II, Gross Anatomy II, Organ Histology, and Endocrinology were associated with lower exam scores and overall grades (p < .05), yielding moderate to large effect sizes. Videos were used < 1 hour per week, primarily to study for exams. When used as a study tool, video use decreased course performance. Rewatching videos to prepare for exams may be mistaken for mastery of material.

Iodine Excess May Lead to Low Exam Score in Children Aged 8-10 Years.

Recent research has shown that iodine excess may damage children's intelligence. Years of monitoring results in Shanghai show the iodine status has approached the upper limit of the appropriate range for children aged 8-10years, indicating a risk of iodine excess. We used multi-stage random sampling to select children. Sixteen districts of Shanghai were divided into five units based on geographic location, and one primary school was randomly selected from each unit. In each selected school, about 40 children aged 8-10years were randomly recruited to measure their urinary iodine concentration (UIC), household salt iodine concentration (SIC), the score of the final unified exam of the last semester, and school canteen salt iodine concentration. The median UIC of 3213 children aged 8-10years in Shanghai was 195.4 (122.0, 285.8) µg/L and exceeded 200µg/L in 48.8% of the population. Household and school canteen iodized salt coverage rates were 60.3% and 82.5% respectively, and mean household and school canteen SICs were 21.51 ± 9.30mg/kg and 25.29 ± 3.40mg/kg respectively. By correcting for potential confounding factors, logistic regression demonstrated that compared to the adequate iodine status group, students in the slight iodine excess group were less likely to get "A" (score > 90) in math, Chinese, and English exams (Math: OR = 0.775, 95% CI = 0.660-0.911, P = 0.002; Chinese: OR = 0.707, 95% CI = 0.543-0.842, P < 0.001; English: OR = 0.720, 95% CI = 0.610-0.849, P < 0.001). In Shanghai, the iodine status of 8-10-year-old children is approaching the upper limit of the adequate range. Iodine excess in Shanghai may lead to low exam scores for students.

Providing the choice of in-person or videoconference attendance in a clinical physiology course may harm learning outcomes for the entire cohort.

Clinical Physiology 1 and 2 are flipped classes in which students watch prerecorded videos before class. During the 3-h class, students take practice assessments, work in groups on critical thinking exercises, work through case studies, and engage in drawing exercises. Due to the COVID pandemic, these courses were transitioned from in-person classes to online classes. Despite the university's return-to-class policy, some students were reluctant to return to in-person classes; therefore during the 2021-2022 academic year, Clinical Physiology 1 and 2 were offered as flipped, hybrid courses. In a hybrid format, students either attended the synchronous class in person or online. Here we evaluate the learning outcomes and the perceptions of the learning experience for students who attended Clinical Physiology 1 and 2 either online (2020-2021) or in a hybrid format (2021-2022). In addition to exam scores, in-class surveys and end of course evaluations were compiled to describe the student experience in the flipped hybrid setting. Retrospective linear mixed-model regression analysis of exam scores revealed that a hybrid modality (2021-2022) was associated with lower exam scores when controlling for sex, graduate/undergraduate status, delivery method, and the order in which the courses were taken (F test: F = 8.65, df1 = 2, df2 = 179.28, P = 0.0003). In addition, being a Black Indigenous Person of Color (BIPOC) student is associated with a lower exam score, controlling for the same previous factors (F test: F = 4.23, df1 = 1, df2 = 130.28, P = 0.04), albeit with lower confidence; the BIPOC representation in this sample is small (BIPOC: n = 144; total: n = 504). There is no significant interaction between the hybrid modality and race, meaning that BIPOC and White students are both negatively affected in a hybrid flipped course. Instructors should consider carefully about offering hybrid courses and build in extra student support.NEW & NOTEWORTHY The transition from online to in-person teaching has been as challenging as the original transition to remote teaching with the onset of the pandemic. Since not all students were ready to return to the classroom, students could choose to take this course in person or online. This arrangement provided flexibility and opportunities for innovative class activities for students but introduced tradeoffs in lower test scores from the hybrid modality than fully online or fully in-person modalities.

Lower socioeconomic status is related to poorer emotional well-being prior to academic exams

ABSTRACT Background: People of lower social status tend to have greater emotional responses to stress. The present study assessed whether lower social status was related to greater emotional responses in anticipation of a naturalistic stressor: academic exams among college students. Methods: College students in an introductory statistics class (N = 252; 75.81% female; 18.41% Latino, 25.10% White, 43.93% Asian, 12.56% different racial backgrounds) completed two course exams as part of this naturalistic prepost-experimental design. They provided four reports of positive, depressive, and anxious emotion – one the day before and one immediately after each exam. Results: As hypothesized, multilevel models (ratings nested within participants) predicting emotion indicated that students with lower mother’s education had less positive emotion, more depressive emotion, and more anxious emotion the day prior to academic exams than students with higher mother’s education (proportional reductions in variance [PRV] = .013–.020). Specifically, lower mother’s education was associated with poorer well-being before but not after the exam. Exploratory models revealed that differences in emotion by mother’s education were strongest for students with lower exam scores (PRV = .030–.040). Conclusions: Socioeconomic status may influence college students’ anticipatory distress prior to academic exams, which may impact health and academic performance.

Interdisciplinary differences in hybrid courses: A study in biology & communication

This study addressed disciplinary differences in hybrid courses using lecture videos to support in-person class discussions. Our results suggested that disciplinary differences existed, students' perceived importance of lecture videos may have had a stronger influence on viewership and audience retention rate than other factors, and procrastination of video consumption correlated with lower exam scores. Building on existing research in hybrid course design, the use of online lectures, and student engagement, our findings suggest that purposeful integration of online videos in the hybrid class should be a consideration of faculty members designing hybrid classes with a heavy reliance on online lectures.

Succeeding in a pandemic: Online lectures and in‐person laboratory teaching maintained exam scores in the anatomical sciences

IntroductionThe COVID‐19 pandemic forced many schools to adopt more online teaching than they would normally have chosen for 2020. While many medical schools canceled laboratory teaching sessions in the anatomical sciences, a minority maintained laboratory teaching, including ours. Due to the pandemic, students had far fewer opportunities to interact with their peers and faculty, and students may have experienced greater non‐academic stress, all of which would be expected to negatively impact student academic performance. Also, some faculty members feel that virtual vs. in‐person lectures hinder student learning. Taken together, these issues led to significant concern about lower academic performance by first‐year medical students in 2020. Our curriculum changed very little between 2019 and 2020, presenting the opportunity to assess the impact of online lectures while keeping the laboratory component essentially unchanged. We hypothesized that maintaining laboratory‐based teaching minimized the negative effects of online lectures and student stress in 2020.MethodsAcademic performance in the anatomical sciences between 2019 (98 students) and 2020 (143 students) was compared using scores from five written and five laboratory exams from Medical Gross Anatomy (MGA) and four histology laboratory exams from the Foundations of Medicine I course (FOM‐I). In addition, course evaluation data for the two courses between 2019 and 2020 was compared.ResultsThe exam scores between 2019 and 2020 differed significantly overall (one‐way PERMANOVA for non‐parametric data, p = 0.003, 9999 permutations). In pairwise comparisons of specific exams between the two years, students in 2020 performed significantly better on one gross anatomy written exam, one gross anatomy laboratory exam, and one histology laboratory exam, whereas 2019 students performed significantly better on one histology laboratory exam (Mann‐Whitney U tests, dfs = 239, p‐values = 0.02 or less). The mean scores from student course evaluations for both MGA and FOM‐I were slightly higher in 2020 compared to 2019, although the differences were not statistically significant (Independent Sample t‐tests, dfs = 213, p = 0.23, 0.13, respectively).DiscussionThese results indicate that the change to all‐online lectures with standard in‐person laboratory sessions in 2020 did not harm student academic performance in the anatomical sciences. The one lower exam score in histology in 2020 may be due to two additional topics being included on that exam in 2020. If the likely extra‐academic stressors that some students may have experienced due to the pandemic (whether from social isolation or direct impact of the disease on family, friends, or themselves) are factored in, the similarity in academic performance in 2019 and 2020 suggests that online lectures paired with in‐person laboratory learning may in fact be beneficial for student academic performance, although this would need further investigation. This study will enable comparisons with medical schools that had entirely virtual courses, with either virtual or no laboratory sessions.This study of human subjects was approved by the Texas A&M University Institutional Review Board.

Exploring the influence of course elements and emotional connection to content on students’ approaches to learning in an introductory food science and human nutrition course

AbstractResearchers have identified three approaches to learning—surface, strategic, and deep. These approaches are influenced by various contextual and student factors, including teaching methods, assessments, and relevance to future career. The global objective of this study was to explore the influence of course elements and students’ emotional connection to section content on students’ approaches to learning in an introductory Food Science and Human Nutrition course. Students completed two questionnaires for the Nutrition and Health (NH) and Composition and Chemistry (CC) course sections: (a) Entwistle's ASSIST Inventory and (b) a questionnaire developed to assess students’ perceived usefulness of assignments, learning resources, and emotional connection to section content. Students’ approaches to learning did not significantly differ between NH and CC sections, with the majority reporting use of strategic or deep approaches. Generally, positive correlations were obtained for learners who used the deep and strategic approaches and their perceived usefulness of assignments and learning resources. In stark contrast, negative correlations were identified for learners who used the surface approach and their perceived usefulness of learning resources and assignments. Regarding emotional connection to section content, compared to learners who used the deep and strategic approaches, learners who used the surface approach did not enjoy and felt anxious about learning the content in both sections. Furthermore, based on regression analysis, the surface learning approach was a predictor for low exam scores in both sections. Based on these findings, instructors should implement practices in course design, instructional methods, and assessment strategies that help students choose deep and strategic approaches to learning, while minimizing surface approaches.

Perceived stress, physiological stress reactivity, and exit exam performance in a prelicensure Bachelor of Science nursing program.

Objectives High-stakes exams are a source of chronic stress that may adversely affect nursing students' thinking, behavior, and overall health. The purpose of this study was to explore the relationships of perceived stress, physiological stress reactivity, and exit exam performance. Methods A within-subjects design allowed measurement of perceived stress, salivary cortisol, and salivary alpha amylase in pre-licensure nursing students under two different conditions: a high-stakes exit exam and a low-stakes homework assignment. Results Perceived stress and salivary alpha amylase were significantly higher after the high-stakes exam compared to the homework condition. Perceived stress after the exam was correlated with lower exam score. Conclusion Study findings suggest that in response to a high-stakes exam, prelicensure nursing students experience high levels of perceived stress coupled with sympathetic activation but not activation of the hypothalamic-pituitary adrenal axis.

Can Test Anxiety Interventions Alleviate a Gender Gap in an Undergraduate STEM Course?

Gender gaps in exam scores or final grades are common in introductory college science and engineering classrooms, with women underperforming relative to men with the same admission test scores or college grade point averages. After failing to close a historically documented gender gap in a large introductory biology course using interventions targeted at training a growth mindset, we implemented interventions designed to reduce student test anxiety. We combined evidence-based exercises based on expressive writing and on reappraising physiological arousal. We also used a valid measure to quantify test anxiety at the start and end of the course. This instrument measures an individual’s self-declared or perceived test anxiety—also called trait anxiety—but not the immediate or “state” anxiety experienced during an actual exam. Consistent with previous reports in the literature, we found that women in this population declared much higher test anxiety than men and that students who declared higher test anxiety had lower exam scores than students who declared lower test anxiety. Although the test anxiety interventions had no impact on the level of self-declared trait anxiety, they did significantly increase student exam performance. The treatment benefits occurred in both men and women. These data suggest that 1) a combination of interventions based on expressive writing and reappraising physiological arousal can be a relatively easy manner to boost exam performance in a large-enrollment science, technology, engineering, and mathematics (STEM) course and encourage emotion regulation; 2) women are more willing than men to declare that they are anxious about exams, but men and women may actually experience the same level of anxiety during the exam itself; and 3) women are underperforming in STEM courses for reasons other than gender-based differences in mindset or test anxiety.

The effect of learning styles and study behavior on success of preclinical students in pharmacology.

Objectives:To evaluate the effect of learning styles and study behaviors on preclinical medical students’ pharmacology exam scores in a non-Western setting.Materials and Methods:Grasha–Reichmann Student Learning Study Scale and a modified Study Behavior Inventory were used to assess learning styles and study behaviors of preclinical medical students (n = 87). Logistic regression models were used to evaluate the independent effect of gender, age, learning style, and study behavior on pharmacology success.Results:Collaborative (40%) and competitive (27%) dominant learning styles were frequent in the cohort. The most common study behavior subcategories were study reading (40%) and general study habits (38%). Adequate listening and note-taking skills were associated with pharmacology success, whereas students with adequate writing skills had lower exam scores. These effects were independent of gender.Conclusions:Preclinical medical students’ study behaviors are independent predictive factors for short-term pharmacology success.

Predicting performance in a first engineering calculus course: implications for interventions

At the University of Louisville, a large, urban institution in the south-east United States, undergraduate engineering students take their mathematics courses from the school of engineering. In the fall of their freshman year, engineering students take Engineering Analysis I, a calculus-based engineering analysis course. After the first two weeks of the semester, many students end up leaving Engineering Analysis I and moving to a mathematics intervention course. In an effort to retain more students in Engineering Analysis I, the department collaborated with university academic support services to create a summer intervention programme. Students were targeted for the summer programme based on their score on an algebra readiness exam (ARE). In a previous study, the ARE scores were found to be a significant predictor of retention and performance in Engineering Analysis I. This study continues that work, analysing data from students who entered the engineering school in the fall of 2012. The predictive validity of the ARE was verified, and a hierarchical linear regression model was created using math American College Testing (ACT) scores, ARE scores, summer intervention participation, and several metacognitive and motivational factors as measured by subscales of the Motivated Strategies for Learning Questionnaire. In the regression model, ARE score explained an additional 5.1% of the variation in exam performance in Engineering Analysis I beyond math ACT score. Students took the ARE before and after the summer interventions and scores were significantly higher following the intervention. However, intervention participants nonetheless had lower exam scores in Engineering Analysis I. The following factors related to motivation and learning strategies were found to significantly predict exam scores in Engineering Analysis I: time and study environment management, internal goal orientation, and test anxiety. The adjusted R2 for the full model was 0.42, meaning that the model could explain 42% of the variation in Engineering Analysis I exam scores.

Fitness knowledge, cardiorespiratory endurance and body composition of high school students

Summary Study aim: The purpose of this study was to determine if high school physical education seniors’ health-related fitness knowledge is related to their aerobic capacity and body composition. Material and methods: The FitSmart test assessed students (n = 171) health-related fitness knowledge. Aerobic capacity was calculated based on the students PACER score. Body Composition was measured using the Tanita TBF 300A body composition analyzer. Results: Aerobic fitness was a statistically significant predictor of exam score (β = 0.563, p &lt; 0.001), but percent body fat was not (β = 0.185, p =0.074). Comparing the health-related fitness exam scores by the FITNESSGRAM classification system, students who were classified as Very Lean and High Risk for body composition had lower exam scores than those classified in the healthy fitness zone. Conclusions: The results confirmed previous findings that students have inadequate health-related fitness knowledge. Furthermore, the study extends these findings by identifying some associations of percent body fat and estimated VO2max to health-related fitness knowledge.

I'll do it Tomorrow: The Logic of Procrastination

College students seem especially adept at procrastination. Large percents report that it causes lower quality papers and projects, lower exam scores and, to a lesser extent, late or missing assignments. Using survey data collected from a broad cross-section of students and faculty we argue that procrastination can be modeled as a logical, albeit sometimes inefficient, behavior within a rational choice framework. By looking at differences in perceived costs and benefits across individuals and across circumstances we can predict who procrastinates, under what conditions they procrastinate, and how it might effectively be countered.

Academic goals, goal process cognition, and exam performance among college students

We investigated the nature of and linkages between student-generated academic goals, individual differences in self-regulatory thinking (goal process cognition), and exam performance among college students. In Study 1 ( N = 365) and in Study 2 ( N = 325), we elicited students' self-ascribed most important academic goals for introductory psychology and their goal process cognition toward their most important goal. In addition, in Study 2, we collected data on students' exam scores in introductory psychology and their most important academic goal and goal process cognition for another course. Three types of academic goals were identified: performance (39–55%), mastery (22–39%), and study strategies (20–23%). Students with mastery academic goals had the highest positive arousal whereas students with performance academic goals had the highest negative arousal. Compared to students with performance academic goals, students with mastery academic goals had lower exam scores in introductory psychology and this difference was mediated, in part, by goal process cognition.

Psychological Critical Thinking as a Course Predictor and Outcome Variable

Students' scores on a psychological critical thinking instrument administered at the beginning and end of a large human development course significantly correlated with multiple-choice exam scores, with the posttest critical thinking scores being the better predictor of exam performance. The sample as a whole gained significantly on critical thinking, but students with high and low exam scores differed in their patterns of change on critical thinking. Students who scored high (As and B+s) on the exams significantly improved their critical thinking scores, whereas students who scored low (Ds and Fs) on the exams did not. An explicit practice and feedback procedure implemented through an existing course activity presumably contributed to gains in critical thinking.