Medical Students With Higher Emotional Intelligence Were More Aware of Self-Anxiety and Scored Higher in Continuous Assessment: A Cross-Sectional Study

Abstract: Introduction: Recent studies have shown the direct effects of emotional intelligence (EI) on medical practice and, more specifically, on establishing and maintaining a good doctor-patient relationship. The aim was to compare the EI levels of students from different years of medical school and to evaluate other factors that affect EI levels. Method: This was a cross-sectional study of medical students attending the 1st, 3rd and 6th years in a private institution in Belo Horizonte, Minas Gerais, Brazil. A non-probabilistic convenience sample was used. EI levels were evaluated using the Schutte Self-Report EI Test, and demographic and personal data were collected. All volunteers signed the free and informed consent form prior to study inclusion. Statistical analysis used ANOVA, Student’s t-test, Pearson correlation and linear regression. A significance level of 0.05 was adopted. Results: Two hundred twenty-five volunteers were recruited between October/2017 and April/2018. Sixteen (7.1%) were excluded due to incomplete questionnaires. The final sample comprised 209 participants (71 from the 1st year, 69 from the 3rd year and 69 from the 6th year). Most were women (66.0%), 95.2% were single, 10.0% had previously graduated and 16.3% reported a previous mental disorder diagnosis. The mean age was 23.2 (±3.9) years. There was no difference in the EI overall score and in the different EI domains scores among the students from the three years. Pearson’s test showed a weak positive correlation between age and total score (r=0.172; p=0.013) and perception of emotion (r=0.236; p=0.001). Multiple regression showed a significant positive association between age and the total score (p=0.040), Perception of Emotion (padjusted=0.013) and Managing Others’ Emotions (padjusted=0.020). A significant reduction in the total score (padjusted=0.033), in Managing Own Emotions (padjusted<0.001) and in the Managing Others’ Emotions (padjusted=0.025) was found for volunteers who reported a previous mental disorder. Conclusion: High levels of EI were observed in the 3 years. No association was observed between different EI scores and the course year. There was a positive correlation between age and total EI score, Perception of Emotions, Managing Own Emotions and Managing Others’ Emotions. The presence of a mental disorder was associated with a reduction in the total score and the scores for Managing Own Emotions and Managing Others’ Emotions.

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Critical thinking, emotional intelligence and conflict management styles of medical students: A cross-sectional study

Thinking Skills and Creativity ◽

10.1016/j.tsc.2021.100799 ◽

2021 ◽

Vol 40 ◽

pp. 100799

Author(s):

Yuan Li ◽

Kun Li ◽

Wenqi Wei ◽

Jianyu Dong ◽

Canfei Wang ◽

...

Keyword(s):

Emotional Intelligence ◽

Critical Thinking ◽

Medical Students ◽

Conflict Management ◽

Cross Sectional Study ◽

Management Styles ◽

Sectional Study ◽

Cross Sectional ◽

Conflict Management Styles

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Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study

BMC Medical Education ◽

10.1186/1472-6920-13-44 ◽

2013 ◽

Vol 13 (1) ◽

Cited By ~ 48

Author(s):

Boon How Chew ◽

Azhar Md Zain ◽

Faezah Hassan

Keyword(s):

Emotional Intelligence ◽

Academic Performance ◽

Medical Students ◽

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional

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Association between emotional intelligence and empathy among medical students: a single center cross-sectional study, Brazil, 2019

Revista Brasileira de Educação Médica ◽

10.1590/1981-5271v45.1-20200053.ing ◽

2021 ◽

Vol 45 (1) ◽

Author(s):

Janaína Teixeira Nunes Silva ◽

Antonio Toledo Júnior

Keyword(s):

Emotional Intelligence ◽

Medical Students ◽

Medical School ◽

Educational Institution ◽

Cross Sectional Study ◽

Self Report ◽

Sectional Study ◽

Cross Sectional ◽

Positive Correlation ◽

Empathy Score

Abstract: Introduction: Emotional intelligence (EI) and empathy are two essential skills for person-centered Medicine. Objectives: To evaluate the association between EI and empathy and to assess whether sociodemographic factors and year at the medical school influence the level of EI and empathy. Methods: Cross-sectional study carried out in medical students from a private educational institution in the city of São João del-Rei, Minas Gerais, Brazil. EI levels were assessed using the Schutte Self-report Emotional Intelligence Test and empathy levels were assessed using the Jefferson Scale of Empathy (student version). All volunteers signed the Informed Consent Form before inclusion in the study. The statistical analysis used mean values, standard deviation, frequency distribution, Student’s t test, Pearson’s correlation, and linear regression. A significance level of 0.05 was considered. Results: From August 5 to 30, 2019, 193 volunteers, corresponding to 85.8% of the total population, agreed to participate in the study. The total EI (129.8 ± 13.3) and empathy (121.2 ± 11.6) observed scores were high. EI scores were influenced only by age (padjusted = 0.018). Students attending more advanced semesters had higher total empathy scores (padjusted = 0.013). Students whose parents did not have a higher education degree also had a higher total empathy score (padjusted = 0.031). A moderate positive correlation was observed between the total EI and empathy scores ( ρ =0.304, p<0.001) and between the total empathy score and the EI domain Managing Others’ Emotions ( ρ =0.300, p<0.001). A weak positive correlation was also observed between the total EI score and most of the empathy domains. Conclusion: A positive correlation between emotional intelligence and empathy was observed. The age influenced EI and the year of medical school and parental schooling influenced empathy.

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Emotional Intelligence Among Medical Students and Residents in Palestine: A Cross-sectional Study

Authorea ◽

10.22541/au.158809487.70957539 ◽

2020 ◽

Author(s):

Bashair Ewaiwe ◽

Rania Attiyeh ◽

Effat Niroukh ◽

Bassel Hijazi ◽

Samer Adawi ◽

...

Keyword(s):

Emotional Intelligence ◽

Medical Students ◽

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional

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Emotional Intelligence and Academic Performance Among Egyptian and Saudi Arabian Undergraduate Medical Students: A Cross Sectional Study

10.21203/rs.3.rs-671729/v1 ◽

2021 ◽

Author(s):

Shimaa R. Abdelmohsen ◽

Zenat A. Khired ◽

Angham Soliman El-Ma'doul ◽

Ayah M. Barakat ◽

Zeinab A. Kasemy

Keyword(s):

Academic Achievement ◽

Emotional Intelligence ◽

Saudi Arabia ◽

Medical Students ◽

Saudi Arabian ◽

Cross Sectional Study ◽

Self Awareness ◽

Sectional Study ◽

Undergraduate Medical Students ◽

Cross Sectional

Abstract Objectives The purpose of this study was to explore the domains of emotional intelligence among medical students and ascertain its relationship to academic achievement. Method: A cross-sectional study was conducted on 2340 undergraduate medical students from different Egyptian and Saudi Arabian universities using a semi-structured online abstract including two parts: Socio-demographic data and emotional intelligence questionnaire. Results The study was conducted on 2340 medical students aged (21.5 ± 1.9, range = 17–24 years) from two countries, Saudi Arabia (28.8%) and Egypt (71.2%). Females represented 68.4%. Academic achievement was distributed as excellent 54.1%, very good (28%), good (14.5%) and accepted (3.4%). The total EI score reported that 63.9% of the students had strength while 35.9% needed attention. Managing emotion, motivating oneself and total EI score were significantly higher among Egyptian students in comparison to Saudi Arabia students (P < 0.001). Females showed significantly higher EI scores than males. Egyptian males showed significantly higher EI scores than Saudi Arabian males (P < 0.001). Self-awareness was significantly high in Saudi Arabian females while managing emotions was significantly high among Egyptian females (P < 0.01). Academic achievement showed that EI scores were significantly higher among very good and excellent achievement in comparison to good or accepted achievement except self-awareness which showed that those with accepted achievement had higher self-awareness than those with high achievement. Significant positive correlation was found between EI scores and academic achievement (P < 0.001) Conclusion Emotional intelligence domains relate significantly to academic achievements in medical students. Therefore, this study recommended the necessity of improving the students ‘emotional intelligence in the scientific and community environment with proper interventions strategies through developing program that enhances their academic achievement to play a pivotal role when transforming into business world and recently in academic study.

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The correlation between critical thinking and emotional intelligence, conflict management modes in Chinese medical undergraduates: a cross-sectional study

10.21203/rs.2.11234/v1 ◽

2019 ◽

Author(s):

Yuan Li ◽

Kun Li ◽

Wenqi Wei ◽

Jianyu Dong ◽

Canfei Wang ◽

...

Keyword(s):

Emotional Intelligence ◽

Critical Thinking ◽

Medical Students ◽

Conflict Management ◽

Pearson Correlation ◽

Cross Sectional Study ◽

Sectional Study ◽

Cross Sectional ◽

Medical Undergraduates ◽

Management Modes

Abstract Background Medical students are supposed to utilize critical thinking (CT) to resolve problems in healthcare settings. And the complex clinical environment requires effective collaboration and communication. Students with higher emotional intelligence (EI) are more sensitive and can cope with the interpersonal communication better. Conflict is also inevitable in the medical workplace. This study aimed to evaluate the levels of CT, EI and conflict management modes (CMM) of the medical undergraduates, explore the correlation between CT and EI, CMM, and provide a theoretical evidence basis for the medical education. Methods A cross-sectional study of medical students from Jilin University was conducted using a questionnaire containing three parts: Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV), Emotional Intelligence Scale (EIS) and Rahim Organizational Conflict Inventory-II (ROCI-II). Demographic data relating to gender, grade and specialty were also collected. Data was analysed using T-tests, Pearson correlation analysis and multiple regression analysis. Results A total of 282 (95.39% response rate) medical undergraduates participated in this study. Students had a positive level of CT (Mean (SD) =281.12(27.40)). There was a positive correlation between the overall CT skills and the overall EI competencies (P < 0.01). For each dimension of ROCI-II, the total CTDI-CV score was significantly positively associated with integration and compromise scores (p < 0.01), significantly negatively associated with domination and compliance scores (p < 0.01) but not with avoidance score. The integration, perceived mood, compliance, dominance, and self-emotional regulation were good predictors of overall CT (adjusted R2 = 0.355). Conclusions Our findings showed medical undergraduates’ CT had significant correlations with EI and CMM. In other words, it was possible that the development of EI and conflict management skills might improve medical students’ CT. Therefore, further study is needed to uncover how educators can effectively foster EI and conflict management abilities to enhance the level of CT. The trial registration number (TRN) ChiCTR1800015784 Date of registration 2018/04/20 Keywords Critical thinking, Emotional intelligence, Conflict management modes, Medical undergraduates

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Emotional Intelligence Assessment in Undergraduate Medical Students: A Cross-sectional Study

JOURNAL FOR CLINICAL AND DIAGNOSTIC RESEARCH ◽

10.7860/jcdr/2021/47709.14665 ◽

2021 ◽

Author(s):

Tushar Ramesh Bagle ◽

Pooja Ashok Baviskar ◽

Anukant K Mital ◽

Vijay A Vare ◽

Rohankumar C Hire ◽

...

Keyword(s):

Emotional Intelligence ◽

Medical Students ◽

Tertiary Care ◽

Cross Sectional Study ◽

Care Hospital ◽

Sectional Study ◽

Undergraduate Medical Students ◽

Self Assessment ◽

Cross Sectional ◽

Emotional Quotient

Introduction: In 21st century, Physicians has to deal with both technical and emotional component associated with doctor patient relationship, technical aspects are taught but emotional aspects are not taught. Aim: To evaluate Emotional Intelligence (EI) in undergraduate medical students of different academic years. Materials and Methods: A cross-sectional study was conducted on 200 undergraduate medical students from medical college and tertiary care hospital for two years from January 2018 to February 2020. Demographic information was collected on separate annexure. EI in the study was assessed using emotional quotient self-assessment checklist devised by Sterrett. The validity and reliability of the questionnaire was tested. Emotional quotient self-assessment checklist consists of 30 statements, five each for the six areas. Each question was based on a 5-point Likert scale scoring from 1 to 5 (virtually never=1 to virtually always=5). Results: Out of 200 students, only 16 (8%) could correctly describe about EI. Out of total, 89 (44.5%) felt EI very important, 92 (46%) students felt important while 185 (92.5%) students desired to learn about EI. The EI score in Ist year MBBS was 103.45±13.73 which increased in IInd year MBBS (108.02±12.2) and had statistically significant increase in IIIrd year (111.74±13.86) and IVth year (115.02±14.79). Empathy and motivation were the EI components that decreased from Ist year MBBS to IVth year. Empathy component negatively correlated with social competency component. Conclusion: Emotional Intelligence (EI) has become a crucial element to be inculcated in a competency based curriculum for all academic years. There is a need of EI training in medical curriculum.

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