Impact of Inquiry-Based Stress Reduction Intervention on Pharmacy Students’ Test Anxiety

Test anxiety is a significant issue among pharmacy students, potentially affecting their academic performance and well-being. This study aimed to evaluate the effectiveness of an Inquiry-Based Stress Reduction (IBSR) intervention in reducing test anxiety. Pharmacy students enrolled in a didactic course were randomized into an IBSR intervention group or a control group. Both groups attended a 1.5 h seminar; the intervention group learned the IBSR technique, while the control group received instruction on an unrelated topic (emotional intelligence). The intervention group also submitted weekly self-reflections on applying IBSR to exam-related anxiety. Anxiety levels were measured using the State-Trait Anxiety Inventory (STAI) at the start of two major exams. Descriptive data were collected and STAI results were analyzed via independent t-tests. Among the 86 participants, the average baseline STAI score indicated moderate–severe anxiety (51/80). No significant differences were found in anxiety scores between the groups before exam 2 (p = 0.99) and exam 3 (p = 0.60). However, 67% of the intervention group found IBSR helpful, 58% changed their test-taking approach, and 61% altered their self-perception. While IBSR did not significantly reduce pre-exam anxiety levels, it was perceived as beneficial by many students. Future research should explore additional strategies for managing test anxiety in this population.