The effect of the attitude towards risk/ambiguity on examination grades: cross-sectional study in a Portuguese medical school

Detalhes bibliográficos
Autor(a) principal: Leite-Mendes, F
Data de Publicação: 2024
Outros Autores: Delgado, L, Ferreira, A, Severo, M
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://hdl.handle.net/10216/157521
Resumo: Given the high prevalence of multiple-choice examinations with formula scoring in medical training, several studies have tried to identify other factors in addition to the degree of knowledge of students which influence their response patterns. This study aims to measure the effect of students’ attitude towards risk and ambiguity on their number of correct, wrong, and blank answers. In October 2018, 233 3rd year medical students from the Faculty of Medicine of the University of Porto, in Porto, Portugal, completed a questionnaire which assessed the student’s attitudes towards risk and ambiguity, and aversion to ambiguity in medicine. Simple and multiple regression models and the respective regression coefficients were used to measure the association between the students’ attitudes, and their answers in two examinations that they had taken in June 2018. Having an intermediate level of ambiguity aversion in medicine (as opposed to a very high or low level) was associated with a significant increase in the number of correct answers and decrease in the number of blank answers in the first examination. In the second examination, high levels of ambiguity aversion in medicine were associated with a decrease in the number of wrong answers. Attitude towards risk, tolerance for ambiguity, and gender did not show significant association with the number of correct, wrong, and blank answers for either examination. Students’ ambiguity aversion in medicine is correlated with their performance in multiple-choice examinations with negative marking. Therefore, it is suggested the planning and implementation of counselling sessions with medical students regarding the possible impact of ambiguity aversion on their performance in multiple-choice questions with negative marking.
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spelling The effect of the attitude towards risk/ambiguity on examination grades: cross-sectional study in a Portuguese medical schoolGiven the high prevalence of multiple-choice examinations with formula scoring in medical training, several studies have tried to identify other factors in addition to the degree of knowledge of students which influence their response patterns. This study aims to measure the effect of students’ attitude towards risk and ambiguity on their number of correct, wrong, and blank answers. In October 2018, 233 3rd year medical students from the Faculty of Medicine of the University of Porto, in Porto, Portugal, completed a questionnaire which assessed the student’s attitudes towards risk and ambiguity, and aversion to ambiguity in medicine. Simple and multiple regression models and the respective regression coefficients were used to measure the association between the students’ attitudes, and their answers in two examinations that they had taken in June 2018. Having an intermediate level of ambiguity aversion in medicine (as opposed to a very high or low level) was associated with a significant increase in the number of correct answers and decrease in the number of blank answers in the first examination. In the second examination, high levels of ambiguity aversion in medicine were associated with a decrease in the number of wrong answers. Attitude towards risk, tolerance for ambiguity, and gender did not show significant association with the number of correct, wrong, and blank answers for either examination. Students’ ambiguity aversion in medicine is correlated with their performance in multiple-choice examinations with negative marking. Therefore, it is suggested the planning and implementation of counselling sessions with medical students regarding the possible impact of ambiguity aversion on their performance in multiple-choice questions with negative marking.Springer20242024-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10216/157521eng1382-49961573-167710.1007/s10459-023-10305-zLeite-Mendes, FDelgado, LFerreira, ASevero, Minfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-08T01:19:35Zoai:repositorio-aberto.up.pt:10216/157521Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:13:50.904418Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv The effect of the attitude towards risk/ambiguity on examination grades: cross-sectional study in a Portuguese medical school
title The effect of the attitude towards risk/ambiguity on examination grades: cross-sectional study in a Portuguese medical school
spellingShingle The effect of the attitude towards risk/ambiguity on examination grades: cross-sectional study in a Portuguese medical school
Leite-Mendes, F
title_short The effect of the attitude towards risk/ambiguity on examination grades: cross-sectional study in a Portuguese medical school
title_full The effect of the attitude towards risk/ambiguity on examination grades: cross-sectional study in a Portuguese medical school
title_fullStr The effect of the attitude towards risk/ambiguity on examination grades: cross-sectional study in a Portuguese medical school
title_full_unstemmed The effect of the attitude towards risk/ambiguity on examination grades: cross-sectional study in a Portuguese medical school
title_sort The effect of the attitude towards risk/ambiguity on examination grades: cross-sectional study in a Portuguese medical school
author Leite-Mendes, F
author_facet Leite-Mendes, F
Delgado, L
Ferreira, A
Severo, M
author_role author
author2 Delgado, L
Ferreira, A
Severo, M
author2_role author
author
author
dc.contributor.author.fl_str_mv Leite-Mendes, F
Delgado, L
Ferreira, A
Severo, M
description Given the high prevalence of multiple-choice examinations with formula scoring in medical training, several studies have tried to identify other factors in addition to the degree of knowledge of students which influence their response patterns. This study aims to measure the effect of students’ attitude towards risk and ambiguity on their number of correct, wrong, and blank answers. In October 2018, 233 3rd year medical students from the Faculty of Medicine of the University of Porto, in Porto, Portugal, completed a questionnaire which assessed the student’s attitudes towards risk and ambiguity, and aversion to ambiguity in medicine. Simple and multiple regression models and the respective regression coefficients were used to measure the association between the students’ attitudes, and their answers in two examinations that they had taken in June 2018. Having an intermediate level of ambiguity aversion in medicine (as opposed to a very high or low level) was associated with a significant increase in the number of correct answers and decrease in the number of blank answers in the first examination. In the second examination, high levels of ambiguity aversion in medicine were associated with a decrease in the number of wrong answers. Attitude towards risk, tolerance for ambiguity, and gender did not show significant association with the number of correct, wrong, and blank answers for either examination. Students’ ambiguity aversion in medicine is correlated with their performance in multiple-choice examinations with negative marking. Therefore, it is suggested the planning and implementation of counselling sessions with medical students regarding the possible impact of ambiguity aversion on their performance in multiple-choice questions with negative marking.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024-01-01T00:00:00Z
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1573-1677
10.1007/s10459-023-10305-z
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