The purpose of this study is to characterize physiotherapy students' ability to predict their performance on examinations in foundational courses (Exercise Physiology, Neuroscience and Biomechanics/Kinesiology) and to explore whether student gender, anxiety or confidence influence this calibration.
Sixty students with an average age of 22.6 years (37 females, 23 males, 0 non-binary) were asked to estimate their exam grade (1-100%), confidence and anxiety (1-5 Likert Scale) at the beginning of all examinations as well as their exam grade and confidence upon completion of their exam.
Overall, 38 (63.3%) participants under-estimated scores, while 22 (36.7%) over-estimated scores. The Fisher’s Exact test indicated no difference between percentage of females versus males in the under-estimator and over-estimator groups (p=.517). The Mann-Whitney U test, Z = -3.140, p = .002, indicated that females’ median pre-test calibration difference (7.48) was less accurate than males’ (5.64). The Mann-Whitney U test, Z = -3.109, p = .002, also indicated that females’ median post-test calibration difference (7.12) was less accurate than males’ (5.07) at an alpha .05 level. An independent t-test (t(58) = 3.828, p .001) indicated that females’ mean anxiety of 3.82 (SD 0.63) was less than males’ mean anxiety of 3.13 (SD 0.75). An independent t-test (t(58) = -3.311, p = .002) indicated that females’ mean pre-test confidence of 2.91 (SD 0.39) was less than males’ mean pre-test confidence of 3.28 (SD 0.46). An independent t-test (t(58) = -3.332, p = .002) indicated that females’ mean post-test confidence of 2.69 (SD 0.47) was less than males’ mean post-test confidence of 3.15 (SD 0.58).
Entry-level physiotherapy students tended to underestimate (63%) their scores rather than overestimate them (37%), which may reflect, volume/rigor of scientific content or yet unknown characteristic(s) unique to physiotherapy students. Consistent with published research, exam scores of students who overestimated their performance were significantly lower. Taken as a whole, more confidence was related to better calibration accuracy but less anxiety was not. And yet, students with more anxiety were shown to have less confidence. Some of this might be explained by the differences when separating the students by gender. Female students had poorer calibration and exam scores than their male peers. They also were significantly more anxious and less confident.
Based on this research, interventions to assist physiotherapy students in their self-assessment and insight should target confidence building and anxiety reduction, especially in female students.
exam calibration
student confidence
