https://journalindj.com/index.php/INDJ/issue/feed International Neuropsychiatric Disease Journal 2021-04-20T07:46:48+00:00 International Neuropsychiatric Disease Journal contact@journalindj.com Open Journal Systems <p style="text-align: justify;"><strong>International Neuropsychiatric Disease Journal (ISSN:&nbsp;2321-7235) </strong>aims to publish high quality papers (<a href="/index.php/INDJ/general-guideline-for-authors">Click here for Types of paper</a>) in all areas of ‘Neuropsychiatric Disease related research’.&nbsp;The journal also encourages the submission of useful reports of negative results. This is a quality controlled,&nbsp;OPEN&nbsp;peer reviewed, open access INTERNATIONAL journal.</p> https://journalindj.com/index.php/INDJ/article/view/30158 Evaluation of the Examination Stress among the First Year MBBS Students in the Medical College 2021-04-20T07:46:48+00:00 Mahesh Tilwani researchguide86@gmail.com <p><strong>Background and Aim:</strong> The objectives were to determine the effect of examination stress explored by self-evaluation questionnaire, correlation of examination stress and impact of examination stress on the academic performance.</p> <p><strong>Materials and Methods:</strong> A prospective cohort study was conducted on medical students to determine the examination stress explored by anxiety questionnaire, biochemical parameter and autonomic function tests. Fifty medical students studying in first academic year admitted for the first year were included in the study. Information about demographic, social, cultural, and life-style factors were collected using a proforma of questionnaire. Name, age, sex and nativity were also recorded. Stress was explored during first terminal examination since it was the first major examination faced by the students after entering into the professional course. One parameter was used to measure the level of stress; Spielberger State Trait Anxiety Inventory (STAI) self-evaluation questionnaire to measure the level of stress.</p> <p><strong>Results:</strong> Anxiety levels dropped in post- examination period. In contrast abnormal autonomic functions did not decrease during post- examination period. In male and female students expected pattern of raised anxiety during examination and dropped anxiety scores in post- examination were observed.</p> <p><strong>Conclusion:</strong> The results of this study should help understand the pattern of response to the examination stress and enable development of strategies that will assist the students to handle the stress in a more efficient manner.</p> 2021-04-13T12:01:42+00:00 ##submission.copyrightStatement##