DOI: https://doi.org/10.21203/rs.3.rs-1563543/v1
Background: Evaluation of medical students is of particular importance. Written examinations have a major role in assessing medical students’ academic abilities and achievements. This research aimed to determine medical students’ experiences about their examinations.
Methods: This study was conducted using qualitative research method with phenomenological approach. In doing so, individual in-depth interviews were conducted with 23 students. The observation method was also used during written examinations. The data were analyzed using the interpretive phenomenological method. Results: Based on the findings, three main themes were extracted, which could indicate the students’ views of their exam experiences. These themes included blessing in disguise, stressful difficulties, and emotional fluctuations.
Conclusions: The students considered the exams to be blessing in disguise. Although they tended to escape from the exams, they considered it to be necessary as a “learning tool” and “a tool for achieving job position”. On the other hand, because of the psychological stress and score orientation, they regarded it as a stressful difficulty. The test also gave them a range of positive to negative emotional fluctuations. These results revealed important implications that could be applied at educational policymaking levels.