Virtual interview, real anxiety: prospective evaluation of a focused teaching programme on confidence levels among medical students applying for academic clinical posts
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Author(s)
Type
Journal Article
Abstract
Background
In 2020, final year medical students applying for the United Kingdom’s competitive academic training posts face an additional challenge because interviews are conducted online rather than in-person. We assessed how this new format influences anxiety and the impact of a targeted course on candidates’ confidence levels.
Methods
A mixed-methods national teaching programme including online bespoke mock interviews was delivered to prospective Academic Foundation Programme applicants. Pre- and post-interview questionnaires assessed anxiety levels subjectively and using a Measure of Anxiety in Selection Interviews (MASI) scores.
Results
Individuals self-reported greater confidence, experience and preference for interviews delivered in-person as compared to online interviews. Post-course, there was an increase in self-reported confidence specific to online interviews (p = 0.009) and lower MASI scores in three of five domains, indicating reduced anxiety (social anxiety: p = 0.004, performance anxiety: p <0.001, behavioral anxiety: p = 0.003).
Conclusion
A structured course can increase confidence and reduce anxiety for online academic medicine interviews.
In 2020, final year medical students applying for the United Kingdom’s competitive academic training posts face an additional challenge because interviews are conducted online rather than in-person. We assessed how this new format influences anxiety and the impact of a targeted course on candidates’ confidence levels.
Methods
A mixed-methods national teaching programme including online bespoke mock interviews was delivered to prospective Academic Foundation Programme applicants. Pre- and post-interview questionnaires assessed anxiety levels subjectively and using a Measure of Anxiety in Selection Interviews (MASI) scores.
Results
Individuals self-reported greater confidence, experience and preference for interviews delivered in-person as compared to online interviews. Post-course, there was an increase in self-reported confidence specific to online interviews (p = 0.009) and lower MASI scores in three of five domains, indicating reduced anxiety (social anxiety: p = 0.004, performance anxiety: p <0.001, behavioral anxiety: p = 0.003).
Conclusion
A structured course can increase confidence and reduce anxiety for online academic medicine interviews.
Date Acceptance
2021-05-03
Citation
Advances in Medical Education and Practice, 12
ISSN
1179-7258
Publisher
Dove Medical Press
Journal / Book Title
Advances in Medical Education and Practice
Volume
12
Copyright Statement
© 2021 Zielinska et al. This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.
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permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php)
php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/). By accessing the
work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For
permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php)
License URL
Identifier
https://www.dovepress.com/virtual-interview-real-anxiety-prospective-evaluation-of-a-focused-tea-peer-reviewed-fulltext-article-AMEP
Subjects
1302 Curriculum and Pedagogy
Publication Status
Published