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Volume 17, Issue 55 (2024)
JMED 2024, 17(55): 97-107 |
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Karimi S, Fereidouni Z, Kouhpayeh S A, Khani Jeihooni A, Hadian Shirazi Z, Sabet Sarvestani R. Lived experiences of medical science students regarding their exams: A qualitative study. JMED 2024; 17 (55) :97-107
URL: http://edujournal.zums.ac.ir/article-1-1873-en.html
URL: http://edujournal.zums.ac.ir/article-1-1873-en.html
Shahnaz Karimi 
, Zhila Fereidouni * , Seyed Amin Kouhpayeh , Ali Khani Jeihooni , Zahra Hadian Shirazi , Raheleh Sabet Sarvestani
, Zhila Fereidouni * , Seyed Amin Kouhpayeh , Ali Khani Jeihooni , Zahra Hadian Shirazi , Raheleh Sabet Sarvestani
School of Nursing, Fasa University of Medical Sciences Fasa, Iran
Abstract: (115 Views)
Background & Objective: Evaluating the academic performance and competencies of medical students is essential in the medical field. Written tests play a big part in this situation. This study's primary goal was to comprehend medical students' experiences with their exams.
Materials & Methods: The study was carried out from 2020 to 2022 at the Fasa University of Medical Sciences in the Iranian province of Fars, using a qualitative research methodology using a phenomenological approach. In-depth one-on-one interviews with the investigators were conducted with twenty-three medical students from a variety of professions, including health, medicine, nursing, operating room technology, anesthesiology technology, and medical emergencies. The interpretive phenomenological approach was used to analyze the data, including observations made during written exams and in-depth interviews.
Results: The results of the study revealed four general themes that reflected the views of the medical students about their exam experiences. The themes that emerged were emotional fluctuations, stressful difficulty, coping strategies, and blessings in disguise.
Conclusion: Despite the participants' initial uncertainty, the study participants saw the exams as a blessing in disguise. They saw exams as essential learning resources and a means of gaining access to stable job chances. However, because of the psychological strain and scoring direction, the exam also presented a hard challenge. Furthermore, students experienced a range of positive and negative emotional changes as a result of the test. In order to manage their test anxiety, the students used both positive and negative strategies for coping. These results have substantial implications for policies that might be implemented in the field of education
Materials & Methods: The study was carried out from 2020 to 2022 at the Fasa University of Medical Sciences in the Iranian province of Fars, using a qualitative research methodology using a phenomenological approach. In-depth one-on-one interviews with the investigators were conducted with twenty-three medical students from a variety of professions, including health, medicine, nursing, operating room technology, anesthesiology technology, and medical emergencies. The interpretive phenomenological approach was used to analyze the data, including observations made during written exams and in-depth interviews.
Results: The results of the study revealed four general themes that reflected the views of the medical students about their exam experiences. The themes that emerged were emotional fluctuations, stressful difficulty, coping strategies, and blessings in disguise.
Conclusion: Despite the participants' initial uncertainty, the study participants saw the exams as a blessing in disguise. They saw exams as essential learning resources and a means of gaining access to stable job chances. However, because of the psychological strain and scoring direction, the exam also presented a hard challenge. Furthermore, students experienced a range of positive and negative emotional changes as a result of the test. In order to manage their test anxiety, the students used both positive and negative strategies for coping. These results have substantial implications for policies that might be implemented in the field of education
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2023/02/28 | Accepted: 2024/04/6 | Published: 2024/09/10
Received: 2023/02/28 | Accepted: 2024/04/6 | Published: 2024/09/10
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