Gambaran Tingkat Kecemasan Mahasiswa Dalam Menghadapi Mini-OSCE Di Fakultas Kedokteran Universitas Abulyatama

Atika Humairah (Universitas Abulyatama)
Ratih Ayu Atika (Universitas Abulyatama)
Aditya Candra (Universitas Abulyatama)

KOLONI
Vol. 5 No. 3 (2026): SEPTEMBER 2026

Mini-Objective Structured Clinical Examination (Mini-OSCE) is one of the clinical skills assessment methods used in medical education, particularly to evaluate students' ability to apply knowledge, clinical skills, and communication in a structured manner. The implementation of the Mini-OSCE may become a source of psychological pressure for students because it requires them to demonstrate their competencies in an examination setting within a limited period of time. This condition may trigger anxiety at varying levels of severity and potentially affect students' readiness to undertake clinical skills examinations. This study aimed to describe the anxiety levels of students at the Faculty of Medicine, Abulyatama University, when facing the Mini-OSCE and to identify the distribution of anxiety levels based on academic cohorts. This study employed a quantitative descriptive design with a cross-sectional approach. The sample consisted of 120 students from the 2022, 2023, 2024, and 2025 cohorts, who were selected using a quota sampling technique. Data were collected using the Hamilton Anxiety Rating Scale (HARS) questionnaire distributed through Google Forms and analyzed using univariate analysis in the form of frequency and percentage distributions. The results showed that 41 respondents (34.2%) were classified as having no anxiety, 23 respondents (19.2%) experienced mild anxiety, 31 respondents (25.8%) experienced moderate anxiety, 23 respondents (19.2%) experienced severe anxiety, and 2 respondents (1.7%) experienced very severe anxiety. Overall, 79 students (65.8%) experienced anxiety at varying levels of severity. Based on academic cohorts, students from the 2025 cohort showed higher proportions of moderate and severe anxiety than students from the other cohorts. In conclusion, although the no-anxiety category represented the largest single proportion of respondents, anxiety was still experienced by the majority of respondents across varying levels of severity. These findings highlight the importance of improving academic preparedness, providing regular clinical skills practice and Mini-OSCE simulations, and strengthening students' anxiety management abilities as part of their preparation for clinical skills assessments.