Abstract

Objectives: To explore the correlation of anxiety levels of medical students measured before, during and after assessments with their performance in formative assessments.
Methods: A repeated measures cross-sectional study was conducted at Shifa College of Medicine, Islamabad with data collection at three points in time, from April-May 2020. A validated test anxiety questionnaire was used to assess anxiety. Eighty-two medical students recorded their responses on the questionnaire before, during and after three consecutive formative assessments in an integrated module. Relevant statistical tests were applied to investigate the correlation of anxiety levels at different stages with assessment scores.
Results: The mean scores of anxiety measured before, during and after the three consecutive formative assessments were 29.78±7.77, 28.0±8.88 and 26.11±7.83, respectively. The difference of means of anxiety measured at different stages during assessments was statistically significant (p<0.001). The negative correlation between anxiety level and academic scores of female students was statistically significant (p=0.05).
Conclusion: Fluctuation in anxiety scores at different stages of assessments affects academic performance. Identification of the effect of anxiety may help improve the academic performance of medical students.
doi: https://doi.org/10.12669/pjms.38.3.4989
How to cite this:Shaheen A, Azam F, Rabbani MW, Kazmi N. Correlation of computer-based test anxiety with medical students’ performance before, during and after assessments. Pak J Med Sci. 2022;38(3):476-480.  doi: https://doi.org/10.12669/pjms.38.3.4989
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.