Implementation Of Stress Coping Skills Programme In Dental Students’ Curriculum To Improve The Validity Of Their Assessment
Stress Coping Skills Programme In Students’ Curriculum
DOI:
https://doi.org/10.70284/njirm.v4i5.614Keywords:
Stress, Dental Students, Curriculum, Validity, AssessmentAbstract
The key dictum to build reliability (and validity) for any assessment is to have multiple tests on multiple content areas by multiple examiners using multiple tools in multiple settings. Moreover, stress coping skills will have positive impact on all the domains which in turn give a boost to positive tendencies, viz., increasing their attentiveness in class, concentration, and learning and thereby reduce the altered performance due to stress. As a result, the CIV (noise in the assessment) is reduced and hence the validity of assessment is improved. Psychologist and Psychometricians are to be appointed in every institute.
References
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38. Baldwin DC Jr, Daugherty SR, Eckenfels EJ. Student perceptions of mistreatment and harassment during medical school.A survey of ten United States schools. West J Med.1991;155(2):140-5.
39. Daugherty SR, Baldwin DC Jr, Rowley BD. Learning, satisfaction, and mistreatmentduring medical internship: a national survey of working conditions. JAMA. 1998(15):1194-9.
40. Daugherty SR, Baldwin DC Jr, Rowley BD. Learning, satisfaction, and mistreatment during medical internship: a national survey of working conditions. JAMA. 1998(15):1194-9.
41. DowningS.M. Validity on the meaningful interpretation of assessment data. Med Educ, 2003;37:830-837
42. KaneM.T. An argument-based approach to validation. Psychological Bulletin, 1992;112:527-535
43. Evans, L.R., Ingersoll, R.W., & Smith, E.J. The reliability , validity and taxonomic structure of the oral examination . J Med Educ1966;41:651-657
44. JayaWickramarajah, P.T.Oral examinations in medical education.MedEduc.1985;19:290-293.
45. Mitchell, J.M.Medical education and American specialty boards. J Med Educ.1959;34:555-560.
46. ThomasC.S, Mellsop G, Callendar J et al. Training in the art of asking questions at oral examinations.Annals of the RoyalCollege of Physicians and Surgeons of Canada, 1989;22,213-6.
47. DesMarchais JE, Jean P and Delome P. Training in the art of asking questions at oral examinations. Annals of Royal College of Physician and Surgeons of Canada 1989;22:213-6.
Gitanjali, B. Academic dishonesty in Indian medical colleges . J Postgrad Med(2004); 50:281-4.
2. Probe into RGUHS marks scandal :Arora report. Available at http://
www.expressbuzz.com/edition/story .aspx?artid= BLrxPX6B3ek=&rt (accessed on 24 October 2008).
3. Tejinder Singh Anshu. Internal assessment revisited. In: Principles of Assessment in Medical Education (eds) Tejinder Singh and Anshu, 2012, New Delhi, Jaypee Brothers Medical Publishers (P) Ltd, 43-48.
4. ThomasC.S, MellsopG,Callendar J,Crawshaw J, Ellis P.M, HallA. MacDonald J, Silverskiold P & Romans-Clarkson S. The oral examination: A study of academic and non-academic factors. Med Educ, (1992); 27: 433-9.
5. Evans L.R, Ingersoll R.W. & Smith E.J. The reliability, validity and taxonomic structure of the oral examination. J MedEduc (1966).41,651-657
6. Gibbs, G, Habeshaw,S, &Habeshaw, T. Interesting ways to assess your students . Bristol: Technical Educational Services Ltd.(1988): 53
7. Mitchell J.M. Medical education and American special boards. J Med Educ(1959). 34 555-560
8. AbediJ. Language issues in item development. In S.M. Downing &T.M.Haladyna (Eds.), Handbook of test development.Mahwah, NJ: Lawrence Erlbaum Associates.(2006): 377-398
9. RodriguezM.C. Three options are optimal for multiple-choice: A meta-analysis of 80 years of research.EducMeas : Issues Pract(2005): 24 3-13.
10. Haladyna& Downing. How many options is enough for a multiple –choice test item? EducPsycholMeas, 1993:53,999-1010.
11. Downing S.M. Guessing on selected – response examinations. Medical Education, 2003; 37:670-671.
12. Downing, S.M. The effects of violating standard item writing principles on tests and students: The consequences of using flawed test items on achievement examinations in medical education. Advances in Health Sciences Education, 2005;10:133-143
13. Johnson N, Michels P, Thomas J. Screening tests identify the prevalence of alcohol use among freshman medical students and among students’ family of origin. J South Carolina Med Assoc. 1990;86:13–4.
14. Gallegos K, Bettinardi-Angres K, Talbott G. The effect of physician impairment on the family. Maryland Med J. 1990;39:1001–7.
15. Pitts FN, Winokur G, Stewart MA. Psychiatric syndromes, anxiety symptoms and responses to stress in medical students.Am J Psychiatry. 1961;118:333–40.
16. Salt P, Nadelson C, Notman M. Depression and anxiety among medical students. Paper presented at APA Annual Meeting, Los Angeles, CA, 1984.
17. Richings JC, Khara GS, McDowell. Suicide in young doctors.Br J Psychiatry.1986;149:475–8.
18. Vitaliano P, Maiuro R, Russo J, Mitchell E. Medical student distress: a longitudinal study. J NervMent Dis. 1989;177:70–6.
19. Smith A. Stress and information processing. In: Johnston M, Wallace L, et al (eds). Stressand Medical Procedures, Oxford Medical Publications, Oxford, England: Oxford University Press, 1990:184.
20. Askenasy J, Lewin I. The impact of missile warfare on self-reported sleep quality. Sleep. 1996;19:47–51.
21. Lehner P, Seyed-Solorforough M, O’Connor M, Sak S, Mullin T. Cognitive biases andtime stress in team decision making. IEEE Trans Systems, Man & Cybernetics. 1997;27: 698–703.
22. Klein G. The effect of acute stressors on decision making. In: Driskell J, Salas E (eds).
Stress and Human Performance. Mahwah, NJ: Lawrence Erlbaum, 1996:48–88.
23. Pastore FR, Gambert SR, Plutchik A, Plutchik R. Empathy training for medical students. Unpublished manuscript, New York Medical College, 1995.
24. Khoo TK, Tan TS. Burnout, depression, and quality of life in medical students. Mayo Clin Proc. 2007;82(2):251-2
25. Segall P. The rewards of chronic illness. West J Med. 2001 Nov;175(5):347-8.
26. Yakovishin VM. On becoming blind while a medical student. Can Med Assoc J. 1984 1;131(5):503-4.
27. Garland et al. Development of a multi-dimensional measure of resilience in adolescents: the Adolescent Resilience Questionnaire. BMC Medical Research Methodology 2011, 11:134.
28. Andrews PW and Thomson AJ, The brighter side of being blue: Depression as an adaptation for 157nalysing complex problems.Psychol Rev. 2009; 116(3): 620–654.
29. Shallcrossa AJ, Troya AS, Bolandb M, and Maussa IB. Let it be: Accepting negative emotional experiences predicts decreased negative affect and depressive symptoms.BehavResTher. 2010; 48(9): 921–929.
30. Martin B, On being a happy academic, Australian Universities review 2011:53(1); 50-6.
31. Palmer A, Rodger S, Mindfulness, stress, and coping among university students. Canadian Journal of Counseling 2009, 43:3; 198-212.
32. Webb AR, Young RA, Baumer JG. Emotional Intelligence and the ACGME Competencies. J Grad Med Educ. 2010;2(4):508-12.
33. Birks Y, McKendree J, Watt I. Emotional intelligence and perceived stress in healthcare students: a multi-institutional, multi-professional survey. BMC Med Educ. 2009 Sep 17;9:61.
34. Cohn MA, Fredrickson BL, Brown SL, Mikels JA, Conway AM. Happiness unpacked: positive emotions increase life satisfaction by building resilience. Emotion. 2009;9(3):361-8.
35. Vaglum P. Life satisfaction and resilience in medical school—a six-year longitudinal, nationwide and comparative study. BMC Med Educ. 2006;19:6-48.
36. Ahmer S, Yousafzai AW, Bhutto N, Alam S, Sarangzai AK, Iqbal A. Bullying of medicalstudents in Pakistan: a cross-sectional questionnaire survey. PloS One.2008;3(12):e3889.
37. Wood DF. Bullying and harassment in medical schools.BMJ. 2006;30:664-5.
38. Baldwin DC Jr, Daugherty SR, Eckenfels EJ. Student perceptions of mistreatment and harassment during medical school.A survey of ten United States schools. West J Med.1991;155(2):140-5.
39. Daugherty SR, Baldwin DC Jr, Rowley BD. Learning, satisfaction, and mistreatmentduring medical internship: a national survey of working conditions. JAMA. 1998(15):1194-9.
40. Daugherty SR, Baldwin DC Jr, Rowley BD. Learning, satisfaction, and mistreatment during medical internship: a national survey of working conditions. JAMA. 1998(15):1194-9.
41. DowningS.M. Validity on the meaningful interpretation of assessment data. Med Educ, 2003;37:830-837
42. KaneM.T. An argument-based approach to validation. Psychological Bulletin, 1992;112:527-535
43. Evans, L.R., Ingersoll, R.W., & Smith, E.J. The reliability , validity and taxonomic structure of the oral examination . J Med Educ1966;41:651-657
44. JayaWickramarajah, P.T.Oral examinations in medical education.MedEduc.1985;19:290-293.
45. Mitchell, J.M.Medical education and American specialty boards. J Med Educ.1959;34:555-560.
46. ThomasC.S, Mellsop G, Callendar J et al. Training in the art of asking questions at oral examinations.Annals of the RoyalCollege of Physicians and Surgeons of Canada, 1989;22,213-6.
47. DesMarchais JE, Jean P and Delome P. Training in the art of asking questions at oral examinations. Annals of Royal College of Physician and Surgeons of Canada 1989;22:213-6.
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Published
2013-10-31
How to Cite
Saxena, R., Shirahatti, R. V., shah, C., Kazi, M., Bhosale, A., Savita, L., Panchawadkar, D., & Diwanay, S. (2013). Implementation Of Stress Coping Skills Programme In Dental Students’ Curriculum To Improve The Validity Of Their Assessment: Stress Coping Skills Programme In Students’ Curriculum. National Journal of Integrated Research in Medicine, 4(5), 148–157. https://doi.org/10.70284/njirm.v4i5.614
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