OSCE RELATED ANXIETY IN ASSOCIATION WITH PERCEIVED VS ACTUAL PERFORMANCE

Objectives: The study investigates the impact of anxiety on medical students performance in Objective Structured Clinical Examinations (OSCEs), focusing on the relationship between self-perceived and actual performance.

Methods: Conducted among 5th-year medical students at Taif University, the study used an online questionnaire with the PHQ-4 scale to measure anxiety and depression. The aim was to correlate these levels with students self-assessment and actual performance in OSCEs.

Results: The study analyzed responses from 62 students. The average self-reported anxiety level was 8.95 ± 1.348 on a 10-point scale, with 64.5% of students reporting severe anxiety and depression. No significant gender differences in anxiety and depression severity were noted (p=0.308). Higher levels of anxiety and depression were reported by students who perceived their grades as lower, although this was not statistically significant (p=0.431). There was no statistically significant correlation between anxiety/depression severity and actual grades (p=0.280).

Conclusions: The study underscores the prevalent issue of anxiety among medical students and its potential influence on their self-perceived performance in critical evaluations like OSCEs. It suggests the necessity for targeted interventions to manage student anxiety, which could enhance self-assessment accuracy and overall performance.

研究目的：本研究探讨焦虑对医学生客观结构化临床考试（Objective Structured Clinical Examinations，OSCE）成绩的影响，重点关注自我感知成绩与实际成绩之间的关联。
研究方法：本研究针对塔伊夫大学五年级医学生开展，采用搭载患者健康问卷-4量表（PHQ-4）的在线问卷评估焦虑与抑郁水平，旨在将上述情绪水平与医学生的自我评估成绩及客观结构化临床考试实际成绩进行关联分析。
研究结果：本研究共分析了62名学生的问卷回复。在10分制评分体系下，学生自我报告的焦虑平均得分为8.95±1.348，其中64.5%的学生存在重度焦虑与抑郁症状。未发现焦虑与抑郁严重程度存在显著性别差异（p=0.308）。自我感知成绩较差的学生报告的焦虑与抑郁水平更高，但该差异未达到统计学显著性（p=0.431）。焦虑/抑郁严重程度与实际考试成绩之间未呈现统计学意义上的显著相关性（p=0.280）。
研究结论：本研究凸显了医学生群体中焦虑问题的普遍性，以及其对医学生在客观结构化临床考试这类关键考核中的自我感知成绩的潜在影响。研究提示，需开展针对性的焦虑干预措施，以提升医学生的自我评估准确性与综合表现水平。