Measurement of Exam Anxiety Levels Among Medical Students and Their Association With the Influencing Factors

• Published in: Curēus (Palo Alto, CA) Vol. 15; no. 7; p. e41417
• Main Authors: Memon, Ismail, Omair, Ahmad, Barradah, Omar M, Almegren, Nasser M, Almuqbil, Musab M, Batarfi, Omar H, Masuadi, Emad, Feroz, Zeeshan
• Format: Journal Article
• Language: English
• Published: United States Cureus Inc 05.07.2023; Cureus
• Subjects: Academic achievement; Anxiety; Extracurricular activities; Females; Gender; Learning; Medical Education; Medical students; Psychiatry; Psychology; Questionnaires; Success; United States > US; exam; westside test; anxiety; education; studying; medical students
• ISSN: 2168-8184; 2168-8184
• DOI: 10.7759/cureus.41417

Introduction Studying medical science is a demanding task, often leading to exam anxiety among medical students. This study aims to measure anxiety levels among medical students and their relationship with gender, age, grades, study time, year of study, and learning methods. Methods It is a cross-sectional study involving third- to sixth-year medical students, who filled in the questionnaire related to the personal data, studying methods, and the Westside Test Anxiety Scale, to estimate the exam anxiety levels before the final examinations of the academic year 2020-2021. Completed questionnaires were reviewed, entered in Microsoft Excel, and analyzed using SPSS.  Results We found a significant association between gender and high-test anxiety (p < 0.001), with a higher prevalence among females (47.9%) compared to males (22.5%). Although non-significant, its prevalence was higher among the 20 years old (34%) and those with a GPA 4.00-4.49 (37.9%). Anxiety decreased as the students progressed to higher years of studies (37.9% in the third year to only 9.1% in sixth year, p=0.073), with the lower incidence among those who studied five days or more per week (26.7%) and no significant difference was observed whether students studying in a group or individually. Though insignificant (p=0.754), learning through textbooks was found to be less stressful (29% vs 33%). Conclusion Our findings suggest that mediocre and female students are more vulnerable to exam high-test anxiety. Progression to senior years and use of textbooks were associated with lower anxiety levels. A cohort longitudinal study to establish an association between specific factors and anxiety levels is recommended.