Factors Associated with Acceptance of Repeat MCAT Test Takers into a West Virginian Allopathic Medical School.

OBJECTIVES: A paucity of information exists to advise medical school applicants who have had to retake the Medical College Admission Test (MCAT) to achieve a competitive score. To better advise repeat test takers from West Virginia and other Appalachian and southern areas, MCAT data from West Virginia applicants were analyzed and compared with national data. METHODS: In the application cycles of 2017-2020, the following factors were analyzed in relation to medical school acceptance in West Virginia applicants: MCAT scores, the number of test-taking attempts, biology-chemistry-physics-math grade point average, time between test-taking attempts, and academic major. MCAT data from medical school applicants from West Virginia who took the test more than once also were compared with national data. RESULTS: Of the total repeat test takers from West Virginia (N = 285) in the study timeframe, 57 (20%) were ultimately accepted into medical school. Factors associated with medical school acceptance were as follows: first MCAT test score (odds ratio [OR] 1.3, 95% confidence level [CL] 1.2-1.4, P < 0.001), change in MCAT test score (OR 1.2, 95% CL 1.1-1.3, P = 0.0015), and biology-chemistry-physics-math grade point average (OR 15.1, 95% CL 4.2-54.8, P < 0.0001). The highest benefit for improved scores occurred between the first and second attempts. The highest point gain occurred when the first MCAT score was in the range of 477 to 487 (<1st-12th percentile); this finding was not found in the national data. CONCLUSIONS: Although the study was limited to West Virginia medical school applicants, this information could prove useful in advising premedical applicants from other Appalachian and southern US areas.

Efficacy of music-based cognitive behavior therapy on the management of test-taking behavior of children in basic science using a randomized trial group: Implication for community development.

BACKGROUND: This study sought the efficacy of cognitive-behavioral therapy-based music group (CBT-Music) intervention program on primary school children's test-taking behavior in Southeast Nigeria. METHODS: A pretest, posttest randomized controlled trial experimental design was adopted for the study using a sample of 53 primary three (3) children. A test-taking behavior questionnaire was used for data collection. The instrument was face validated by test development experts. Construct validation of the instrument was done by subjecting the instrument to factor analysis after trial testing. Data were analyzed using independent samples t-test and paired samples t-test. RESULTS: The findings of the study revealed that CBT-Music had a significant effect on the management of test-taking behavior of among children. Furthermore, the test-taking scores of children in the music-based CBT group were significantly lower than those in the control group at the follow-up measure. This implies that the test-taking behavior of the children can be better managed using the CBT-music intervention program to enable the children to grow better academically and contribute to the community they belong to. CONCLUSION: Music-based CBT demonstrated significant efficacy in the management of children's test-taking behavior. Thus, primary school teachers should be enlightened on how to make use of CBT-Music in the management of test-taking behavior among children.

Effect of Inhaled Lemon Essential Oil on Cognitive Test Anxiety Among Nursing Students.

Nursing programs are stressful learning environments, and students are expected to maintain high academic performance to successfully graduate. Cognitive test anxiety has been minimally studied among nursing students, including how to successfully manage. The Cognitive Test Anxiety Scale (CTAS) was administered to 31 students before and after a high-stakes nursing examination. The intervention was inhaled lemon essential oil delivered via a personal nasal device. Neither the control nor the experimental group demonstrated a statistically significant change in the CTAS score from pretest to posttest (P = .19). More quantitative studies are warranted with undergraduate nursing students, the CTAS, and aromatherapy to reduce the burden of cognitive test anxiety.

Imagery-based treatment for test anxiety: A multiple-baseline open trial.

BACKGROUND: Many students are affected by test anxiety (TA), which involves considerable distress and can lead to reduced performance. Despite its prevalence, TA has been under-studied; specifically, few effective and brief interventions have been identified to date. In our work, we explore the adaptation of imagery, an emotion-focused treatment technique used widely in the treatment of other anxiety disorders, for addressing TA. METHODS: In a two-site concurrent multiple-baseline pilot study (n = 31), we examined the effectiveness of a targeted six-session protocol developed for the treatment of TA, which integrates traditional cognitive behavioral techniques with imagery work. RESULTS: The protocol was well-accepted by clients. We found that students' test anxiety levels did not drop between the recruitment and pre-intervention assessments, but did drop significantly from recruitment or baseline to the delayed follow-up (Cohen's d = 0.75 and 0.84, respectively). We also found evidence for session-level processes tying the quality of the imagery work with session efficacy. LIMITATIONS: The study involved a relatively small sample size, leading to weaker power to detect treatment effects. Moreover, some clients did not have any exams scheduled before the delayed follow-up assessment. Due to the scheduling intensity of the sessions, some clients had insufficient time to implement or practice skills and to complete tasks discussed in the sessions. CONCLUSIONS: This study provides preliminary evidence for the utility of integrating imagery work with traditional cognitive-behavioral techniques for treating test anxiety.

Test anxiety and United States Medical Licensing Examination scores.

BACKGROUND: Many medical students experience test anxiety, which may impair their performance in examinations. We examined the relationship between test anxiety and United States Medical Licensing Examination (USMLE) step-1 scores and determined the effect of a test-taking course on anxiety and USMLE scores. METHODS: We randomly chose second-year students to take a test-taking strategies course (cases) from among volunteers. The remainder of the class served as controls. We measured test anxiety with the Westside Test Anxiety Scale (with possible scores of 1-5). The cases completed the Westside Test Anxiety scale at baseline, after completing the course (4 weeks) and again after taking the USLME step 1 (10 weeks). The controls completed the instrument at baseline and after taking the USMLE step 1 (10 weeks). RESULTS: Ninety-three of 101 (92%) students participated in the study. The baseline test anxiety score for all students was 2.48 (SD 0.63). Test anxiety was inversely correlated with USMLE step 1 (ß = -0.24, p = 0.01), adjusting for Medical College Admission Test (MCAT) scores. The test anxiety score of the participants decreased from 2.79 to 2.61 after the course (p = 0.09), and decreased further to 2.53 after the USMLE (p = 0.02), whereas the scores of the controls increased. The mean USMLE step-1 score was 234 for the cases and 243 for the controls (p = 0.03). Many medical students experience test anxiety, which may impair their performance in examinations DISCUSSION: Test anxiety is modestly inversely correlated with USMLE step-1 scores. A test-taking strategy course modestly reduced anxiety, but did not improve USMLE scores. More robust interventions that achieve greater reductions in text anxiety may improve test scores.

Measures used by medical students to reduce test anxiety.

OBJECTIVE: To determine test anxiety in medical students and to assess the measures used by them to reduce it. METHODS: The cross-sectional study was conducted in August 2009 at the Dow University of Health Sciences, Karachi, and involved 388 medical students who were voluntary participants. The 10-item Westside Test Anxiety Scale, was used to measure anxiety and the pre-designed questionnaire asked the students about the frequent measures used by them to overcome anxiety during exams and their past Grade Point Average. All data was coded and analysed using SPSS version 16 with a prior set alpha level of 0.05. RESULTS: Of the 450 students who were initially considered for the study, 388 fulfilled the inclusion criteria. Among them, 101 (25.3%) were male students with a mean anxiety level of 2.55 +/- 1.27, and 287 (71.8%) were females with a mean anxiety level of 3.07 +/- 1.43 (p<0.05). Prayers and self-motivation (28.3%), sleep and relaxation (11%), television and music (10%), calling friends (8.5%) and revision (6.7%) were the frequent measures used by the medical students to overcome exam anxiety. Students in their fourth and final years of studies showed a higher level of anxiety compared to those in the 2nd and 3rd years. CONCLUSION: The study indicated high levels of exam anxiety among the medical students, showing that there is a need for anxiety-reduction programmes in medical colleges.

Pet therapy: dogs de-stress students.

Research supports the efficacy of the human-animal bond and pet therapy in a variety of settings. At nursing students' request at one school, the author began offering pet therapy prior to examinations. Anecdotal evidence of a study with the author's Golden Retriever, Goldilocks, demonstrates that pet therapy can reduce test anxiety and improve nursing student performance.

Using guided reflection to reduce test anxiety in nursing students.

Test anxiety is a phenomenon that can affect as many as 40% of students. Many nursing students are under great stress from long hours of study, a rigorous curriculum, and balancing work and family life. These stressors can lead to anxiety in many areas of the student's life, most notably in situations where he or she is being evaluated. This article will aim to discuss how the use of guided reflection can help the student actualize his or her feelings about test anxiety by using Johns's Model for Structured Reflection. By using cues from the model and structure provided by a guide, the student will partake in a journey to gain insight about oneself and discover ways to decrease test anxiety that can be incorporated into the student's holistic self-care plan.