Association between the Social Network of Medical Students and Their Academic Performance on the Anatomy Written Examination

Autor/inn/en	Nawa, Nobutoshi; Numasawa, Mitsuyuki; Yamaguchi, Kumiko; Morita, Ayako; Fujiwara, Takeo; Akita, Keiichi
Titel	Association between the Social Network of Medical Students and Their Academic Performance on the Anatomy Written Examination
Quelle	In: Anatomical Sciences Education, 16 (2023) 4, S.654-665 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nawa, Nobutoshi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2249
Schlagwörter	Social Networks; Medical Students; Academic Achievement; Anatomy; Tests; Foreign Countries; Network Analysis; Science Experiments; Academic Failure; Japan (Tokyo) + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Schulleistung; Anatomie; Examination; Prüfung; Examen; Ausland; Netzplantechnik
Abstract	Although medical students learn human anatomy within a social network of friends/classmates, limited research has examined how social network structure is related to student's performance in human anatomy examinations. This study aimed to examine the association between centrality (i.e., the degree to which a student is connected to other students in class) before the start of the anatomy laboratory and changes in centrality owing to the start of the laboratory and failing the written examination taken on the last day of the course. Data included all 211 medical students at Tokyo Medical and Dental University who took anatomy classes in 2018 and 2019. The in-class social network before the laboratory was defined as "connected" if the student had more than one connection to the same individual in terms of the type of club activity, high school, and affiliation with an extracurricular program. The laboratory group adds the connection to the prelaboratory network, resulting in a postlaboratory network. Logistic regression models were used to estimate the association of degree and eigenvector centrality and changes in centrality after the laboratory with failing the written examination. Of the 211 students, 38 failed the examination. A one standard deviation increase in eigenvector centrality before the laboratory was significantly associated with a 44% decrease in odds of failing the examination (OR: 0.56, 95% CI: 0.34, 0.92). Changes in centrality measures were not associated with the performance of students in the examination. Higher in-class network centrality was associated with lower odds of failing the written examination. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01