Gender‐specific effects of raising Year‐1 standards on medical students' academic performance and stress levels
| Autor: | Jeroen van der Waal, Karen M. Stegers-Jager, Andrea M. Woltman, Mesut Savas, Elisabeth F.C. van Rossum |
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| Přispěvatelé: | Research & Education, Internal Medicine, Sociology |
| Rok vydání: | 2020 |
| Předmět: |
Male
Students Medical 020205 medical informatics education Perceived Stress Scale Context (language use) 02 engineering and technology Assessment Education Cohort Studies 03 medical and health sciences 0302 clinical medicine Commentaries Academic Performance 0202 electrical engineering electronic engineering information engineering Humans Medicine Prospective Studies 030212 general & internal medicine Prospective cohort study Schools Medical Original Research Response rate (survey) Education Medical business.industry fungi food and beverages General Medicine Odds ratio Cohort Well-being Commentary Female business Stress Psychological Cohort study Demography |
| Zdroj: | Medical Education Medical Education, 54(6), 538-546. Wiley-Blackwell Publishing Ltd |
| ISSN: | 1365-2923 0308-0110 |
| Popis: | Context Medical schools are challenged to create academic environments that stimulate students to improve their study progress without compromising their well‐being. Objectives This prospective comparative cohort study investigated the effects of raising Year‐1 standards on academic performance and on students' chronic psychological and biological stress levels. Methods In a Dutch medical school, students within the last Bachelor's degree cohort (n = 410) exposed to the 40/60 (67%) credit Year‐1 standard (67%‐credit cohort) were compared with students within the first cohort (n = 413) exposed to a 60/60 (100%) credit standard (100%‐credit cohort). Main outcome measures were Year‐1 pass rate (academic performance), mean score on the Perceived Stress Scale (PSS, psychological stress) and hair cortisol concentration (HCC, biological stress). Results Year‐1 pass rates were significantly higher in the 100%‐credit cohort (odds ratio [OR] 4.65). Interestingly, there was a significant interaction effect (OR 0.46), indicating that raising the standard was more effective for male than for female students. PSS scores (n = 234 [response rate [RR]: 57%] and n = 244 [RR: 59%] in the 67%‐ and 100%‐credit cohorts, respectively) were also significantly higher in the 100%‐credit cohort (F (1,474) = 15.08, P Raise the bar and students will meet it, but at what cost? Stegers‐Jager et al. show that raising performance standards yield improved passing rates, but also drives stress. |
| Databáze: | OpenAIRE |
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