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Academic procrastination; it may be more than meets the eye | ||
| Journal of Advances in Medical Education & Professionalism | ||
| دوره 9، شماره 1، فروردین 2021، صفحه 59-60 اصل مقاله (353.95 K) | ||
| نوع مقاله: Letter to Editor | ||
| شناسه دیجیتال (DOI): 10.30476/jamp.2020.86256.1231 | ||
| نویسندگان | ||
| LAILA DANESH* ؛ HOSNA SHERZAI؛ AMINA MUSHTAQ؛ MARIAM AL-JUMAILY؛ SANA HASHEMI؛ DOST JABARKHYL | ||
| King’s College London School of Medicine, Strand, London, WC2R 2LS, United Kingdom | ||
| چکیده | ||
| We read, with great interest, the article by Hayat et al. (1). We are glad that such a pertinent issue is finally being explored. As medical students, we are aware of how vital productivity is; therefore, this paper is key to helping us find reasons and answers to any hindrances in our productivity. Moreover, it was interesting and shocking to learn that procrastination behaviours are not only linked to lower academic achievements, but also higher course withdrawal. Having said that, we would like to point out some discrepancies in the research methods and results. The authors acknowledged that because the study was carried out on medical students, the results are consequently less generalizable to all students, thus decreasing its external validity (2). However, we would like to argue that the results are also not generalizable to, or representative of, medical students either. This is because the sampling method selected -convenience samplingmay present higher levels of inapplicability and invalidity due to the method being subject to selection bias. This is because the sample method has two main inherent flaws: 1) It magnifies the unconscious biases of the researchers as only certain cohorts are convenient for them to sample. Moreover, despite the somewhat balanced gender ratio, there are other confounding variables that may have affected the results which we shall illustrate below. 2) Certain personality traits, eg extraversion, are also amplified in a non-random sampling method (3). This can explain the low response rate of 71% as those with more introverted tendencies may not have completed it. | ||
| کلیدواژه‌ها | ||
| Education؛ Productivity؛ School experience | ||
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| مراجع | ||
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1. Hayat A, Kojuri J, Amini M. Academic procrastination of medical students: The role of Internet addiction. Journal of Advances in Medical Education & Professionalism. 2020; 8(2): 83-9. 2. Sedgwick P. Convenience sampling. BMJ. 2013; 347(2):f6304–f6304. 3. Lammers WJ, Badia P. Fundamentals of behavioral research. Arkansas: University of Central Arkansas; 2005. 4. Peiperl M, Jones B. Workaholics and Overworkers. Group & Organization Management. 2001; 26(3): 369–93. 5. Lală A, Bobîrnac G, Tipa R. Stress levels, Alexithymia, Type A and Type C personality patterns in undergraduate students. Journal of Medicine and Life. 2010; 3(2): 200. 6. Jadoon NA, Yaqoob R, Raza A, Shehzad MA, Zeshan SC. Anxiety and depression among medical students: a crosssectional study. J Pak Med Assoc. 2010;60(8):699-702. 7. MacKinnon D. Depression in adults -Symptoms, diagnosis and treatment. BMJ Best Practice; 2019 [Online]. Available from: https://bestpractice.bmj.com/topics/en-gb/55. | ||
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