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Biomedical subjects

H T Frierson

Publications and source records attributed to H T Frierson.

14 recordsLinked to original sources
PubMed1992

The effects of acute test anxiety on NBME Part I performance.

This study examined the associated effects of acute test-taking anxiety on the performance of a class of second-year medical students who took Part I of the National Board of Medical Examiners (NBME) Examination. The study is a follow-up of a previous study that examined the related effects of chronic anxiety on NBME Part I performance. The purpose of this study was to observe whether there was a relationship between acute anxiety and NBME performance and, further, if there were distinguishable differences in the effects of acute and chronic test anxiety on NBME performance. The first study indicated a significant relationship between chronic anxiety and NBME performance. The results of the present study indicate a relationship between acute test anxiety and NBME performance, but not to the extent associated with chronic anxiety, thus chronic test anxiety may be a more critical factor affecting test performance on critical examinations such as the NBME. Implications concerning anxiety and test performance are discussed.

Anxiety↗
PubMed1989

Opinions and approaches to continuing education among obstetrician/gynecologists.

This national survey of Fellows of The American College of Obstetricians and Gynecologists found that obstetrician/gynecologists are actively involved in continuing medical education activities and appear satisfied with the resources available, yet desire additional opportunities for lifelong learning. Traditional resources (eg, journals, seminars) are used much more extensively than newer, electronic resources (eg, video cassettes, cable television), probably as a result of unfamiliarity with these latter methods and limited access to them. However, the majority of Fellows want increased exposure to these newer educational programs. Relevance of content, caliber of faculty, and potential for professional growth were important factors in choosing continuing medical education programs. Strong interest was expressed in individualized learning programs designed in collaboration with university faculty. These findings are of value in producing future educational programs for practitioners in obstetrics and gynecology.

Attitude of Health Personnel↗
PubMed1987

Combining test-taking intervention with course remediation: effects on National Board subtest performance.

Effects of test-taking skills instruction over a five-year period were assessed by examining retest performances of second-year medical students who, because of unsatisfactory performance, were required to repeat National Board Part I subtests and who all participated in a summer review program. Two groups of students were involved in the study: an intervention group consisting of 14 students who participated in a special intervention program involving test-taking skills instruction and a comparison group that included 13 nonparticipants. The intervention group's mean retest performance was significantly greater (F = 9.38, P < .005). The results suggest that intervention programs can have a significant impact on academic success, and deserve serious consideration by medical students who demonstrate low performances on examinations because of comparatively poor test-taking skills and for students undergoing academic remediation.

Education, Medical↗
PubMed1987

Black medical students' perceptions of the academic environment and of faculty and peer interactions.

After 10 years of admitting greater numbers of black medical students to North Carolina medical schools, the current study examined perceptions of four classes of black students attending these medical schools. One objective of this study was to gain a sense of how black students perceived the medical school environment. Another objective was to determine those students' levels of negative reactions generated by interactions with faculty and peers. Some of the major findings indicated that black students generally had negative perceptions of the medical school environments, and much of their reported negativism was associated with perceptions of student and white faculty interactions.

Black or African American↗
PubMed1985

Test-taking intervention: associated effects on an allied health certifying examination.

An interventionist approach focusing primarily on effective test-taking methods, but also emphasizing self-assessment and self-directed learning, was employed in efforts to enhance a class of medical technology students' performance on the ASCP Registry Examination for medical technologists. The class receiving intervention was compared with two other groups of medical technology students. ANOVA indicated significant differences in performances with the intervention group showing the highest mean performance on the Registry Examination. The results suggest the applied intervention approach can significantly influence Registry exam performance.

Certification↗
PubMed1984

Impact of an intervention program on minority medical students' National Board Part I performance.

An intervention program employing test-skills instruction and cooperative learning methods was presented to second-year minority medical students at a major state-supported medical school. The purpose was to enhance minority students' passing rate on Part I of the National Board of Medical Examiners examination. Nineteen of the 21 second-year minority students participated in the program. After the program had been conducted, it was observed that the passing rate of the minority students during that year significantly surpassed the rate of minority students from the previous year. Participants' passing rate approached the passing rate of the nonminority students in the class. Moreover, the mean National Board Examination score for the students participating in the program was not statistically different from that observed for an equal number of randomly selected second-year nonminority students. The results of the program were encouraging; further examination of the effects of support-intervention efforts on minority and nonminority medical students' performance are suggested.

Achievement↗