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    Test Anxiety: Evaluation of a Low-Threshold Seminar-Based Intervention for Veterinary Students (2016)

    Art
    Zeitschriftenartikel / wissenschaftlicher Beitrag
    Autoren
    Hahm, Nadine
    Augustin, Sophie
    Bade, Claudia
    Ammer-Wies, Annett
    Bahramsoltani, Mahtab (WE 1)
    Quelle
    Journal of veterinary medical education / Association of American Veterinary Medical Colleges; 43(1) — S. 47–57
    ISSN: 0748-321x
    Sprache
    Englisch
    Verweise
    DOI: 10.3138/jvme.0215-029R1
    Pubmed: 26751910
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    Institut für Veterinär-Anatomie

    Koserstr. 20
    14195 Berlin
    Tel.+49 30 838 53555 Fax.+49 30 838-53480
    email:anatomie@vetmed.fu-berlin.de

    Abstract / Zusammenfassung

    Veterinary students are confronted with a high workload and an extensive number of examinations. However, the skills students gained in high school cannot serve as satisfactory coping strategies during veterinary training. This disparity can lead to test anxiety, as frequently reported by international surveys. In response, a pilot study was carried out to evaluate the effects of a newly developed training seminar to prevent and/or reduce test anxiety. The seminar was offered on a voluntary basis as a low-threshold intervention to first- and second-year veterinary students at three different veterinary schools in Germany. The intervention was offered in two different designs: in either a block or in a semester course containing cognitive and behavioral approaches as well as skill-deficit methods. By conducting a survey and interviews among the participants it was determined whether the contents of the seminar were perceived as helpful for counteracting test anxiety. The potential of the intervention was evaluated using a German test anxiety questionnaire (PAF). The contents of the training seminar were all assessed as beneficial but evaluated slightly differently by first- and second-year students. The results indicate that the seminar prevents and reduces test anxiety significantly compared to the control group students. The greatest effects were achieved by offering the intervention to first-year students and as a block course. As the participants benefit from the intervention independent of the extent of test anxiety, these results suggest that it may be profitable to integrate a workshop on coping strategies in the veterinary curriculum.