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Relationship between academic performance and affective changes during the first year at medical school

Del-Ben, C. M. et al.

Medical teacher. VOL 35; NUMBER 5, ; 2013, 404-410 -- Informa Healthcare Part 5; (pages 404-410) -- 2013

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  • Title:
    Relationship between academic performance and affective changes during the first year at medical school
  • Author: Del-Ben, C. M.;
    Machado, V. F.;
    Madisson, M. M.;
    Resende, T. L.;
    Valerio, F. P.;
    Troncon, L. E.
  • Found In: Medical teacher. VOL 35; NUMBER 5, ; 2013, 404-410
  • Journal Title: Medical teacher.
  • Subjects: Medicine; Biotechnology; Pharmaceutical Chemistry; LCC: R; Dewey: 610
  • Publication Details: Informa Healthcare
  • Language: English
  • Abstract: Background: Entering medical school may be associated with changes in the students' life, which can affect academic motivation and impair academic performance. Aims: This work aimed at measuring longitudinally academic motivation, anxiety, depression and social adjustment in first-year medical students and determining the relationships between these variables and academic performance, as measured mainly by grades on regular exams. Methods: Eighty-five first-year medical students (age: 17-25 years) were included after giving informed consent. Beck's Anxiety (BAI) and Beck's Depression (BDI) Inventories, the self-reported Social Adjustment Scale (SAS-SR) and the Academic Motivation Scale (AMS) were applied two months after admission and at the end of the academic year. Results: BAI scores increased throughout the year (7.3 +- 6.6 versus 28.8 +- 6.7; p < 0.001), whereas BDI scores did not change (6.8 +- 5.9 versus 6.0 +- 5.4; p > 0.10). SAS-SR subscales scores remained stable, except for a decreasing pattern for leisure/social life (1.8 +- 0.4 versus 2.1 +- 0.4; p < 0.001). AMS scores for motivation to know (22.2 +- 4.5 versus 19.7 +- 5.5; p < 0.001), to accomplish things to know (17.7 +- 5.3 versus 15.4 +- 5.3; p = 0.001), to experience to know (18.2 +- 5.2 versus 15.4 +- 5.4; p < 0.001) and by identification to know (23.5 +- 3.5 versus 21.8 +- 5.0; p = 0.002) decreased significantly. There were no significant correlations between academic performance and the global scores for any of the scales except for the SAS-SR subscale for academic life (r = - 0.48, p < 0.001). Conclusions: Throughout the academic year, first-year medical students showed increased anxiety, decreased academic motivation and a maladjusted leisure/social life, which however does not seem to affect academic achievement.
  • Identifier: Journal ISSN: 0142-159X
  • Publication Date: 2013
  • Physical Description: Electronic
  • Accrual Information: Monthly
  • Shelfmark(s): 5531.965000
  • UIN: ETOCRN331361505

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