Abstract
Test anxiety (TA) affects students in health professions education (HPE) academic performance and well-being, and has long-term consequences that last beyond graduation, jeopardizing patients' access to the best possible health care. This study aimed to investigate and categorize the factors that influence TA among HPE students and provide evidence-based foundation for future action. We conducted a scoping study using the following six electronic databases. Only 74 articles out of 995 were selected. Each study's identified factors were classified as increasing or decreasing TA. Seven themes emerged from the factors. Assessment system, study and learning skills, psychology/cognition, personal characteristics, and supporting and relationship were all found to be positively and negatively associated with TA. Curriculum overload increased TA, while interventional procedures decreased TA. This scoping review identified factors that contribute to test anxiety either by increasing or by decreasing it. The identified factors were further categorized into several themes. The themes that emerged could be used by different levels of curriculum management in HPE schools to minimize TA.
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Abbreviations
- TA:
-
Test anxiety
- HPE:
-
Health Professions Education
- PRISMA:
-
Preferred Reporting of Items for Systematic Reviews and Meta-Analyses
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This research is part of a larger project supported by Fundamental Research Grant Scheme (FRGS: 203.PPSP.6171219), Ministry of Education, Malaysia.
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MW and MSBY were involved in the conception, design, review, and analysis of the data, as well as writing the initial draft manuscript and incorporating all co-authors' revisions. AFAR was involved in the conception and design of the manuscript, as well as in its revision. By reviewing, analyzing, and revising the protocol, NAZNL contributed to its improvement. All authors read and approved the final version of the manuscript.
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Wadi, M.M., Yusoff, M.S.B., Rahim, A.F.A. et al. Factors influencing test anxiety in health professions education students: a scoping review. SN Soc Sci 2, 174 (2022). https://doi.org/10.1007/s43545-022-00459-9
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DOI: https://doi.org/10.1007/s43545-022-00459-9