Notes for Research Articles
Student’s name
Professor’s name
Course title
Institution
Date
Notes for Research Articles
W(5)H(1): New Research Article #1: Prevalence and determinants of test anxiety among medical students in Addis Ababa Ethiopia
- How was data collected (methodology)? Cut and paste the paragraph below that describes the methodology and HIGHLIGHT the indicator words that specifically show you the methodology:
The article uses cross-sectional study methodology.
“This was an institutional-based cross-sectional study conducted from May to May 2018 at Addis Ababa University (AAU). Of 1650 medical students, 390 of them were randomly selected and completed the required questionnaires. All undergraduate medical students were eligible to participate in the current study.”
- What were the findings? Cut and paste the paragraph below that describes the findings and HIGHLIGHT the sentences that specifically show you the summary of findings:
The findings indicated that half the medical school population suffered from text anxiety and this was mainly associated with tests that have high grade scores and more affected persons were those in first years in medical school.
“Findings from the present study demonstrated that more than half of the medical students had problematic test anxiety (52.30%). This prevalence is consistent with the reported magnitude of test anxiety from Saudi Arabia (53%) [27], the USA (55%) [28], and Turkey (48%)” (Tsegay et al., 2019).
“Regarding the associated factors, this study showed that the score of the students was found to be a significant predictor for test anxiety among medical students. Higher-grade scores was associated with increased odds of developing test anxiety among medical students. This result is supported by studies conducted in Saudi Arabia, Sri Lanka and Nigeria [14, 46, 47] where higher-grade scores were associated with greater risks of test anxiety” (Tsegay et al., 2019).
“Furthermore, the year of students was also found to be a significant predictor of test anxiety among medical students. The odds of developing test anxiety was 7.0 times higher among first-year medical students as compared to fifth-year students. This might be due to substantial stress at the beginning of the course with more concern and uncertainty about their academic performance at the early stages of the study” (Tsegay et al., 2019).
W(5)H(1): New Research Article #2: Psychological and other Correlates of Academic Performance in Medical Students at a Tertiary Care Hospital
- How was data collected (methodology)? Cut and paste the paragraph below that describes the methodology and HIGHLIGHT the indicator words that specifically show you the methodology:
The study applied cross-sectional design in data collection process.
“A cross-sectional study was conducted at All India Institute of Medical Science, Rishikesh, Uttarakhand, India, for 1 year among the undergraduate medical students from 2016 to 2020 academic year” (Semwal et al., 2022).
- What were the findings? Cut and paste the paragraph below that describes the findings and HIGHLIGHT the sentences that specifically show you the summary of findings:
The study outcomes showed that there was little correlation between anxiety and influence on academic performance.
“The result of my study indicates that there was no statistically significant association between the anxiety trait and academic performance. Some studies found significant correlation between academic achievement and negative emotionality,[18] but another study showed that emotional stability predicts academic achievement.[19] One article showed no correlation[20] and another two cited agreeableness[21] and extraversion.[19] Seven articles found to had emotional stability, conscientiousness, and agreeable personality correlate with academic achievement”(Semwal et al., 2022).
W(5)H(1): New Research Article #3: A Review on the Effect of Anxiety on Academic Performance in Medical and Paramedical Students
- How was data collected (methodology)? Cut and paste the paragraph below that describes the methodology and HIGHLIGHT the indicator words that specifically show you the methodology:
The study used systematic review to gather evidence.
“In this review, the data were gathered using keywords and phrases of anxiety, academic performance, medical and paramedical students and a combination of those searching in Pubmed, Google Scholar, Embase and SID (Scientific Information Database) from 1990 to 2021. The results of the studied articles were summarized” (Shooraj& Mahdavi, 2021).
What were the findings? Cut and paste the paragraph below that describes the findings and HIGHLIGHT the sentences that specifically show you the summary of findings:
The findings showed that there are different factors that are associated with anxiety and they play a role in the performance of students.
“The results of the investigations credited to several factorsnamely the contexts of the study, age of participants, marital status of students, nativeand nonnative learners, educational level and the extent of the treatments.Therefore, varietyof components can affect the outcomes of the medical and paramedical students’achievement in educational context” (Shooraj& Mahdavi, 2021).
W(5)H(1): New Research Article #4: The impact of anxiety and depression on academic performance
- How was data collected (methodology)? Cut and paste the paragraph below that describes the methodology and HIGHLIGHT the indicator words that specifically show you the methodology:
The methodology applied entailed use of a cross-sectional study.
“A cross-sectional study was conducted among medical students in Syria to evaluate the impact of anxiety and depression on the NMUE score. We included medical students who were preparing to take the NMUE exam in October 2019 from both private and public universities in Syria” (Jamil et al., 2022).
- What were the findings? Cut and paste the paragraph below that describes the findings and HIGHLIGHT the sentences that specifically show you the summary of findings:
The study results revealed that anxiety and depression negatively influenced the test scores of medical students.
“The main purpose of our study was to determine the impact of anxiety and depression on the NMUE score. A simple correlation showed that both anxiety and depression correlated negatively with the NMUE score. However, this relationship did not persist after controlling for other important predictors through multiple regression. As expected, the CGPA accounted for most of the variance in the NMUE score” (Jamil et al., 2022).
References
Jamil, H., Alakkari, M., Al-Mahini, M. S., Alsayid, M., & Al Jandali, O. (2022). The impact of anxiety and depression on academic performance: a cross-sectional study among medical students in Syria. Avicenna Journal of Medicine, 12(03), 111-119. 10.1055/s-0042-1755181
Semwal, P., Kumari, R., Rawat, V. S., Aravindan, N., &Dhankar, A. (2022). Psychological and other Correlates of Academic Performance in Medical Students at a Tertiary Care Hospital: A Cross-Sectional Study. Indian Journal of Community Medicine, 47(3), 364-368. 10.4103/ijcm.ijcm_1067_21
Shooraj, M., & Mahdavi, S. A. (2021). A Review on the Effect of Anxiety on Academic Performance in Medical and Paramedical Students. Tabari Biomedical Student Research Journal. https://tbsrj.mazums.ac.ir/article-1-3741-en.pdf
Tsegay, L., Shumet, S., Damene, W., Gebreegziabhier, G., &Ayano, G. (2019). Prevalence and determinants of test anxiety among medical students in Addis Ababa Ethiopia. BMC medical education, 19, 1-10. https://doi.org/10.1186/s12909-019-1859-5
