Association of sociodemographic factors and emotional intelligence with academic performance in clinical and preclinical dental courses

Purpose Self‐assessment is increasingly implemented in medical professions’ curricula. In this research, the authors measure the effects of self‐assessment within a preclinical removable prosthodontics course among dental students in a private dental school according to the European qualifications framework descriptors. Materials and methods Thirty subjects, all fourth‐year dental students, were included in this experiment. Fifteen subjects were included in each of the experimental and control groups during one semester. The experimental group subjects used the study roadmap tool in their preclinical tasks. The control group subjects executed the same preclinical tasks under instructor supervision only. All subjects were filmed, and an autonomy score was given to every subject per session. At the end of the semester, cognitive skills development was compared using the Kember et al. questionnaire while practical skills development was compared using a comparison of grades. Two focus groups were undertaken with experimental group subjects. Qualitative and quantitative data were collected and statistically analyzed (p < 0.005). Results Subjects from the experimental group showed development in critical thinking, practical skills, autonomy, and taking responsibility, thus development in the competence level. Conclusion Implementation of self‐assessment within preclinical courses may develop skills and competence among dental students, yet more studies are needed.

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Effect of self‐assessment in a removable prosthodontics preclinical course on skills and competence

Saadé

El-Khatib

Chedid

et al. 2021

Journal of Dental Education

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Factors associated with poor academic performance among undergraduate dental students: A cross‐sectional study

Fernandez

Pontes

Casarin

et al. 2022

Journal of Dental Education

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Objective: To evaluate the factors associated with poor academic performance among undergraduate dental students enrolled at a public university in Brazil. Methods:A semi-structured questionnaire addressing the exploratory variables of interest (sociodemographic and economic characteristics, use of medications and drugs, dentistry as the first choice of undergraduate course, and the Pittsburgh Sleep Quality Index) was hosted on Google Forms and shared with all dental students at the Federal University of Pelotas. Academic performance was evaluated based on institutional records, access to which the participants had previously authorized; students with good (average ≥7.0 points) or poor academic performance (average <7.0 points) were considered. Adjusted logistic regressions were performed to verify the association between academic performance and the exploratory variables (p < 0.05). Results: In total, 244 students were included, of whom 18.8% had poor academic

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Emotional intelligence evaluation tools used in allied health students: A scoping review

Lee,

Burrows,

James

et al. 2024

J of Medical Radiation Sci

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IntroductionEmotional intelligence (EI) is described as the ability to recognise and understand one's own emotions and the emotions of others, and empathically manage emotional responses. While historically not emphasised in undergraduate allied health sciences training, it is increasingly considered an essential graduate trait. This scoping review synthesises existing research on EI outcomes, specifically in undergraduate allied health professions students.MethodFour databases were searched in February 2024 using keywords relating to EI and empathy to identify studies published in English from 1990. Eligible studies needed to include assessment and reported outcomes using validated EI tools in health professions students.ResultsA total of 163 papers met the inclusion criteria. Many studies employed a cross‐sectional design (n = 115). Most studies (n = 135) focused on undergraduate students studying medicine (n = 62), nursing (n = 80) and dentistry (n = 13), with some studies (n = 21) evaluating more than one discipline. Many studies investigated one discipline only (n = 64 for nursing, n = 50 for medicine) using no comparator undergraduate degree. The most common EI models evaluated from this review were ability‐based (n = 77), followed by trait‐based models (n = 36) and mixed social–emotional competence (n = 35). Ability model evaluations of EI most commonly utilised the Schutte Self‐Report Emotional Intelligence Test (SSEIT) (n = 44) and the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) (n = 24).ConclusionResearch on EI among undergraduate allied health fields is limited. Existing literature reveals there is some consensus on the importance of EI in healthcare education, but there is considerable variability in how EI is measured. Studies suggest higher levels of EI may correlate with improved student professional skill development in clinical reasoning, empathy and stress management.

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Association of sociodemographic factors and emotional intelligence with academic performance in clinical and preclinical dental courses

Cited by 12 publications

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Effect of self‐assessment in a removable prosthodontics preclinical course on skills and competence

Effect of self‐assessment in a removable prosthodontics preclinical course on skills and competence

Factors associated with poor academic performance among undergraduate dental students: A cross‐sectional study

Emotional intelligence evaluation tools used in allied health students: A scoping review

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