ArticleThe Journal of chiropractic education2015
Effects of test stress during an objective structured clinical examination.
Article in The Journal of chiropractic education, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed, 20 citations in OpenAlex.
- Quality-of-life attributes of chiropractic students that are significantly associated with students' sense of coherence: A cross-sectional study.The Journal of chiropractic education · 2026Article
- Using interactive learning activities to predict learning outcomes in medical education: a mixed-methods study.BMC medical education · 2026Article
- Enhancing OSCE reliability and effectiveness in radiology resident training with long-term systemic evaluation.Insights into imaging · 2025Article
- Association between time management practices and perceived stress levels in preclinical chiropractic students.The Journal of chiropractic education · 2025Article
- Burnout syndrome in a single cohort of chiropractic students: A longitudinal study.The Journal of chiropractic education · 2024Article
- The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran.BMC medical education · 2020Article
- Perceived stress and fatigue among students in a doctor of chiropractic training program.The Journal of chiropractic education · 2017Article
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveThe existence of test stress has been widely reported among professional students. To our knowledge, no studies exist that explore student stress response to objective structured clinical examinations. The aim of this study was to evaluate possible correlations between stress and objective structured clinical examination performance in a sample of chiropractic students.
methodsA total of 116 students completed a 2-part questionnaire to assess test stress and the physiological symptoms and signs of stress. Heart rate, systolic blood pressure, and diastolic were measured during the physical examination laboratory class within the first 3 weeks and then again just prior to their objective structured clinical examination in week 5. Statistical tests were then performed for questionnaire data, heart rate and blood pressure differences, and correlation between the objective structured clinical examination grade and symptoms and signs.
resultsQuestionnaire results showed that 5.1%-22.4% of students sometimes or often felt a certain degree of stress. More than 50% had 1 or more physiological symptoms and signs of stress. The objective structured clinical examination heart rate (75.23 ± 11.20 vs 68.16 ± 8.82, p < .001), systolic blood pressure (120.43 ± 9.59 vs 114.97 ± 11.83, p < .001), and diastolic blood pressure (73.00 ± 7.93 vs 69.32 ± 7.76, p < .001) were significantly higher than baseline. There were also negative linear correlations between objective structured clinical examination grades and physiological symptoms and signs and between objective structured clinical examination grades and feeling statement score.
conclusionThe results support our hypothesis that chiropractic students experience stress when performing the objective structured clinical examination and that high levels of stress had a negative impact on performance.
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