INFORMATION TECHNOLOGIES FOR ASSESSING THE STRESS IMPACT ON THE RESULTS OF TEST CONTROL OF DOCTORS KNOWLEDGE. ANALYTICAL REVIEW. THE FIRST MESSAGE
AbstractThe methods of quantitative and integral assessment of the stress of doctors in the process of testing their knowledge during the attestation are analyzed. The problems, which arise during research of stresses in educational activity, are grounded. The analysis of theoretical and empirical studies of the stressful states in doctors during the course of continuous professional development made it possible to postulate that the signs of a stressful state in doctors during the examinations were well studied, but their identification and the level of conformity of stress has no mathematical proof. Therefore, it is considered that stress management is possible only through the use of individual prognostic characteristics on the basis of statistical simulation. The general criteria for assessing the stress state according to objective indicators are presented. It is shown that the achievement of objective assessments of competence, knowledge and skills of doctors during computer testing depends entirely on ensuring effective adaptation to the external and internal circumstances of the exam. It is also postulated that an integral part of the process of computer exam is its complementary to the personality organization of the process, resulting in the emotional perception of the learning process will be positive, examinations will form a positive self-esteem, the process of learning will become systematic and coherent.
Ababkov, V. A., & Perre, M. (2004). Adaptatsiya k stressu. Osnovy teorii, diagnostiki, terapii [Adaptation to stress. Fundamentals of theory, diagnosis, therapy]. St. Petersburg: Rech (Language).
Bodrov, V. A. (2000). Informatsionnyi stress [Information stress]: textbook. Moscow: PER SE.
Vodop'yanova, N. E., & Starchenkova, E. S. (2005). Sindrom vygoraniya: diagnostika I profilaktika [Burnout syndrome: diagnosis and prevention]. St. Petersburg: Piter.
Kulikov, L. V. (1995). Stress i stressoustoichivost' lichnosti [Stress and personality stress-resistance]. In A. A. Kryilova (ed.). Teoreticheskie I prikladnye voprosy psikhologii (Theoretical and applied questions of psychology) Iss. 1.4.1 (pp. 123-132).
Lazarus, R. (1970). Teoriya stressa i psikhofiziologicheskie issledovaniya [Theory of stress and psychophysiological studies]. In L. Levi (ed.). Emotsional'nyi stress (Emotional stress) (178-207). Leningrad: Medicine.
Levitov, N. D. (1964). O psikhologicheskikh sostoyaniyakh cheloveka [On the psychological conditions of man]. Moscow: Prosveshchenie (Education).
Marishchuk, V. L. (1982). Psikhologicheskie osnovy formirovaniya professional'no znachimykh kachestv. (Doctoral dissertation). Available from disserCat dissertations electronic library.
Marishchuk, V. L., & Evdokimov, V. I. (2001). Povedenie i samoregulyatsiya cheloveka v usloviyakh stressa [Behavior and self-regulation of a person under stress]. St. Petersburg: Publishing house «September».
Menegetti, A. (2002). Psikhosomatika [Psychosomatics]. Moscow: NNBF «Ontopsychology».
Partsernyak, S. A. (2002). Stress. Vegetozy. Psikhosomatika [Stress. Vegetosis. Psychosomatics]. St. Petersburg: A. V. K.
Selye, H. (1979). Ocherki ob adaptatsionnom sindrome [Essays on the adaptation syndrome]. Moscow: Nauka (Science).
Sudakov, K. V. (1997). Psikhoemotsional'nyi stress: profilaktika i reabilitatsiya [Psychoemotional stress: prevention and rehabilitation]. Terapevticheskii arkhiv (Therapeutic archive), 69(1), 70-74.
Shcherbatykh, Yu. V. (2006). Psikhologiya stressa i metody korrektsii [Psychology of stress and correction methods]. St. Petersburg: Piter.
Amutio, A., & Smith, J. C. (2008). Stress and irrational beliefs in college students. Ansiedad y Estres, 14(2-3), 211-220.
Kleinbaum, D. G., Kupper, L. L., Muller, K. E., & Nizam, A. (1998). Applied regression analysis and other multivariable methods. 3rd ed. Pacific Grove: Duxbury Press.
Doron, J, Stephan, Y, Boiche, J & Le Scanff, C. (2009). Coping with examinations: exploring relationships
between students' coping strategies, implicit theories of ability, and perceived control. Br. J. Educ. Psychol., 79, 515-528.
Davison, C. B., & Dustova, G. (2017). A quantitative assessment of student performance and examination format. Journal of Instructional Pedagogies, 18, 1-10.
Lemyre, L., & Tessier, R. (1988). Mesure de stress psychologique (MSP): Se sentir stresse(e). Canadian Journal of Behavioural Science, 20(3), 302-321.
Myers, C. B. & Myers, S. M. (2006). Assessing assessment: the effects of two exam formats on course achievement and evaluation. Innovative Higher Education, 31(4), 227-236.
O'Connor, P. P., Kleyner, A. (2012). Practical reliability engineering. 5th ed. Chichester: Wiley.
Noguchi, Y., Matsui, K., Imura, H., Kiyota, M., & Fukui, T. (2002). Quantitative evaluation of the diagnostic thinking process in medical students. J. Gen. Intern. Med., 17(11), 848-853.
Shaunessy, E., & Suldo, S. M. (2010), Strategies used by intellectually gifted students to cope with stress during their participation in a high school international baccalaureate program. Gifted Child Quarterly, 54(2), 127-137.
Simic, N., Manenica, I. (2012). Exam experience and some reactions to exam stress. Fiziol. Cheloveka, 38(1), 67-72.
Spangler, G., Pekrun, R., Kramer, K. & Hofmann, H. (2002), Students' emotions, physiological reactions, and coping in academic exams. Anxiety, Stress & Coping, 15(4), 413-432.
Journal Medical Informatics and Engineering allows the author(s) to hold the copyright without registration
Users can use, reuse and build upon the material published in the journal but only for non-commercial purposes
The majority of Medical Informatics and Engineering Open Access journals publish open access articles under the terms of the Creative Commons Attribution (CC BY) License which permits use, distribution and reproduction in any medium, provided the original work is properly cited. The remaining journals offer a choice of licenses.