The feeling physician: educating the emotions in medical training

In this paper, I first address what medical students learn about appropriate (or tolerated) professional attitudes and emotions in the clinical context and how the performance of emotional positions that create distance between doctor and patient and the defining of patients as other is encouraged through the informal and hidden curricula. Next, I examine what we know about medical students’ emotions. I then identify particular problematic emotional attitudes that can emerge in medical students toward patients, especially vulnerable patients who are marginalized or stigmatized in the healthcare system. To better understand this phenomenon, I discuss how such emotions emerge in response to both intrapsychic and systemic pressures. The paper then examines alternative models of healthcare that prioritize connection and solidarity with patients, considers how concepts such as emotional intelligence and emotional regulation may be pertinent in the training of future physicians and notes the relevance of such models and concepts to curricular innovation.

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Rural medicine and ‘home stay’: a medical student’s experience

South African Family Practice ◽

10.4102/safp.v60i6.4925 ◽

2018 ◽

Vol 60 (6) ◽

pp. 42

Author(s):

Reabetswe Ntshabele ◽

Rubeshan Perumal ◽

Nesri Padayatchi

Keyword(s):

Public Health ◽

Medical Education ◽

Medical Students ◽

Healthcare System ◽

Family Practice ◽

Medical Practice ◽

Clinical Training ◽

Medical Training ◽

Rural Medicine ◽

Paternalistic Approach

Medical education is evolving from a heavily hierarchical and paternalistic approach to a more developmental and student-centred paradigm. In addition, there has been a greater focus on decentralised medical education, taking medical students closer to the lowest tiers of the healthcare system and allowing for a more immersive experience within the communities of their patients. This paper presents the experience of an enlightening rural experience, in which the benefits of such a model to medical education are explored. Furthermore, it presents the highly personal and developmental journey that decentralised and, in particular, rural medical training can offer. A new concept of a ‘home-stay’ model has now been introduced as part of the rural medicine experience, where students are hosted by a family within the community in which they work. This is a transformative project in which the most fundamental principles of medical training and the art of medical practice can be honed. The convergence of clinical training, public health enlightenment, and family practice are highlighted.

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Emotional intelligence in medical students at the University of Ghana Medical School, Accra, Ghana

Ghana Medical Journal ◽

10.4314/gmj.v55i1.8 ◽

2021 ◽

Vol 55 (1) ◽

pp. 52-59

Author(s):

Henry J. Lawson ◽

Makafui Yigah ◽

Phaedra Yamson

Keyword(s):

Emotional Intelligence ◽

Medical Students ◽

Medical School ◽

Medical Training ◽

Cross Sectional Study ◽

Cross Sectional ◽

Significant Difference ◽

Male Preponderance ◽

The University ◽

University Of Ghana

Emotional Intelligence is a form of interpersonal intelligence. There’s evidence that high emotional intelligence (EQ) of a medical student is associated with better coping with the tedious medical training. We evaluated EQ in medical students in their clinical years. This cross-sectional study was conducted in the University of Ghana Medical School (UGMS), Accra. In all, 111 students completed the questionnaires. Their average age was 24±1.5 years with marginal male preponderance. There were 37, 31 and 43 students in the 1st, 2nd and 3rd clinical years respectively. For global scores, 16 (14.1%) had good EQ (>120) with a mean total score of 105.49. The mean EQ for males was 104.2±17 an 106.2±12 for females, however this difference was not statistically significant (p=0.319). Mean EQ for 1st, 2nd and 3rd clinical years were 104.4±13, 104.4±20, and 107.1±12. This rise with increasing years was however not significant (p=0.659). EQ showed a weak positive correlation with age (r=0.1) but this was not significant (p=0.29). We report low EQ among students of the UGMS with no significant difference between gender, age and clinical year. EQ should be actively taught as part of the curriculum in UGMS. A larger study involving other medical schools in Ghana isrecommended.

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Comparison between Personality, Emotional, and Educational Outcomes of Multiple Mini Interviews and Personal Interview

Oman Medical Journal ◽

10.5001/omj.2020.90 ◽

2020 ◽

Vol 35 (6) ◽

pp. e199-e199

Author(s):

Muhamad Saiful Bahri Yusoff

Keyword(s):

Emotional Intelligence ◽

Medical Students ◽

Personality Traits ◽

Medical Training ◽

Cross Sectional Study ◽

Educational Environment ◽

Stressful Events ◽

Social Aspect ◽

Personal Interview ◽

Cross Sectional

Objectives: This study investigated the outcomes of multiple mini interviews and personal interview on personality traits, emotional intelligence, perceived educational environment, and stressors. Methods: This is a comparative cross-sectional study on two cohorts of pre-clinical medical students who were selected by multiple mini interviews and personal interview, respectively. Their personality traits, emotional intelligence, perceived educational environment, and perceived stressors were measured using different measurement tools. Results: Multiple mini interviews and personal interview demonstrated a similar ability to recruit medical students with a high level of emotional intelligence. The main advantage of personal interviews over multiple mini interviews in terms of personality traits is that it recruited candidates who had a higher level of conscientiousness trait. The main advantage of multiple mini interviews over personal interview on the educational environment is that medical students chosen by multiple mini interviews had a higher level of satisfaction with social aspects of medical training. Regardless of admission processes, the medical students were equally vulnerable to psychological distress due to various stressful events throughout medical training particularly related to academic loads. Conclusion: This study provided evidence to support the outcomes that multiple mini interviews and personal interview have on medical students’ emotional intelligence, personality traits, perceived educational environment, and perceived stressors during the pre-clinical medical training. Interestingly, personal interview had a better outcome on conscientiousness while multiple mini interviews had a better outcome on the social aspect.

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Building Emotional Intelligence for Student Success: A Pilot Study

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00101 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1445-1461

Author(s):

Amee P. Shah ◽

Mary Lou Galantino

Keyword(s):

Emotional Intelligence ◽

Emotional Regulation ◽

Communication Apprehension ◽

Communication Competence ◽

Emotional Awareness ◽

Self Esteem ◽

Preliminary Evidence ◽

Empowerment Model ◽

Dyad Interaction ◽

Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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Sexual harassment during medical training: the perceptions of medical students at a university medical school in Australia

Medical Education ◽

10.1046/j.1365-2923.2000.00684.x ◽

2000 ◽

Vol 34 (12) ◽

pp. 980-986 ◽

Cited By ~ 39

Author(s):

Gillian Eyres White

Keyword(s):

Medical Students ◽

Sexual Harassment ◽

Medical School ◽

Medical Training

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The impact of patient narratives on medical students’ perceptions of shared decision making: A randomized controlled trial

10.31234/osf.io/f84cq ◽

2020 ◽

Author(s):

Martina Bientzle ◽

Marie Eggeling ◽

Simone Korger ◽

Joachim Kimmerle

Keyword(s):

Decision Making ◽

Medical Students ◽

Shared Decision Making ◽

Medical Training ◽

Controlled Trial ◽

Future Research ◽

Shared Decision ◽

Randomized Controlled ◽

Information Text ◽

The Impact

BACKGROUND: Successful shared decision making (SDM) in clinical practice requires that future clinicians learn to appreciate the value of patient participation as early as in their medical training. Narratives, such as patient testimonials, have been successfully used to support patients’ decision-making process. Previous research suggests that narratives may also be used for increasing clinicians’ empathy and responsiveness in medical consultations. However, so far, no studies have investigated the benefits of narratives for conveying the relevance of SDM to medical students.METHODS: In this randomized controlled experiment, N = 167 medical students were put into a scenario where they prepared for medical consultation with a patient having Parkinson disease. After receiving general information, participants read either a narrative patient testimonial or a fact-based information text. We measured their perceptions of SDM, their control preferences (i.e., their priorities as to who should make the decision), and the time they intended to spend for the consultation.RESULTS: Participants in the narrative patient testimonial condition referred more strongly to the patient as the one who should make decisions than participants who read the information text. Participants who read the patient narrative also considered SDM in situations with more than one treatment option to be more important than participants in the information text condition. There were no group differences regarding their control preferences. Participants who read the patient testimonial indicated that they would schedule more time for the consultation.CONCLUSIONS: These findings show that narratives can potentially be useful for imparting the relevance of SDM and patient-centered values to medical students. We discuss possible causes of this effect and implications for training and future research.

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Emotional Regulation and Overeating Behaviors in Children and Adolescents: A Systematic Review

Behavioral Sciences ◽

10.3390/bs11010011 ◽

2021 ◽

Vol 11 (1) ◽

pp. 11

Author(s):

Francesca Favieri ◽

Andrea Marini ◽

Maria Casagrande

Keyword(s):

Systematic Review ◽

Emotional Intelligence ◽

Emotion Regulation ◽

Children And Adolescents ◽

Longitudinal Studies ◽

Emotional Regulation ◽

Inadequate Response ◽

Cross Sectional ◽

The Relationship

The worldwide prevalence of obesity has dramatically increased, mostly in children and adolescents. The Emotional Eating theoretical model has proposed that the failure in emotional regulation could represent a risk factor for establishing maladaptive overeating behavior that represents an inadequate response to negative emotions and allows increasing body-weight. This systematic review investigates the relationship between overeating and both emotional regulation and emotional intelligence in childhood and adolescence, considering both cross-sectional and longitudinal studies. Moreover, another goal of the review is evaluating whether emotional regulation and emotional intelligence can cause overeating behaviors. The systematic search was conducted according to the PRISMA-statement in the databases Medline, PsychArtcles, PsychInfo, PubMed, Scopus, and Web of Sciences, and allows 484 records to be extracted. Twenty-six studies were selected according to inclusion (e.g., studies focused on children and adolescents without clinical conditions; groups of participants overweight or with obesity) and exclusion (e.g., studies that adopted qualitative assessment or cognitive-affective tasks to measure emotional variables; reviews, commentary, or brief reports) criteria detailed in the methods. Cross-sectional studies showed a negative association between emotional regulation and overeating behavior that was confirmed by longitudinal studies. These findings highlighted the role of maladaptive emotion regulation on overeating and being overweight. The relationship between these constructs in children and adolescents was consistent. The results indicated the complexity of this association, which would be influenced by many physiological, psychological, and social factors. These findings underline the need for further studies focused on emotion regulation in the development of overeating. They should analyze the mediation role of other variables (e.g., attachment style, peer pressure) and identify interventions to prevent and reduce worldwide overweight prevalence.

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Face, Content, and Construct Validity of a Virtual Reality Otoscopy Simulator and Applicability to Medical Training

Otolaryngology ◽

10.1177/01945998211032897 ◽

2021 ◽

pp. 019459982110328

Author(s):

Tobias Albrecht ◽

Christoph Nikendei ◽

Mark Praetorius

Keyword(s):

Virtual Reality ◽

Medical Students ◽

Construct Validity ◽

Content Validity ◽

Medical Training ◽

Controlled Trial ◽

Correct Diagnosis ◽

Age Groups ◽

Tertiary Referral Center ◽

The Face

Objective Otologic diseases are common in all age groups and can significantly impair the function of this important sensory organ. To make a correct diagnosis, the correct handling of the otoscope and a correctly performed examination are essential. A virtual reality simulator could make it easier to teach this difficult-to-teach skill. The aim of this study was to assess the face, content, and construct validity of the novel virtual reality otoscopy simulator and the applicability to otologic training. Study Design Face and content validity was assessed with a questionnaire. Construct validity was assessed in a prospectively designed controlled trial. Setting Training for medical students at a tertiary referral center. Method The questionnaire used a 6-point Likert scale. The otoscopy was rated with a modified Objective Structured Assessment of Technical Skills. Time to complete the task and the percentage of the assessed eardrum surface were recorded. Results The realism of the simulator and the applicability to medical training were assessed across several items. The ratings suggested good face and content validity as well as usefulness and functionality of the simulator. The otolaryngologists significantly outperformed the student group in all categories measured (P < .0001), suggesting construct validity of the simulator. Conclusion In this study, we could demonstrate face, content, and construct validity for a novel high-fidelity virtual reality otoscopy simulator. The results encourage the use of the otoscopy simulator as a complementary tool to traditional teaching methods in a curriculum for medical students.

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