Does emotional intelligence change during medical school gross anatomy course? Correlations with students’ performance and team cohesion

Holman, Michelle A.; Porter, Samuel G.; Pawlina, Wojciech; Juskewitch, Justin E.; Lachman, Nirusha

doi:10.1002/ase.1541

Cited by 14 publications

(6 citation statements)

References 52 publications

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“…This discovery re ects EI can be increased with deliberate practice and training, unlike Intelligence Quotient [17]. These ndings are consistent with those of Holman et al [6]. The evidence of this study also shows that teachers' in-depth analysis of various emotions in the classroom, good use of various media, and proper guidance of students to experience emotion can promote medical students' emotional management and enhance their understanding of emotions.…”

Section: Emotional Intelligencesupporting

confidence: 90%

“…(1) why we should learn about emotions, (2) common emotional problems of college students, (3) how to adjust the mood, (4) how to identify negative emotions, (5) how to seek the help of a psychologist, (6) case analysis, and (7) production and display of sitcom. Students were divided into 10 groups and encouraged to complete all modules during every learning session.…”

Section: Educational Interventionmentioning

confidence: 99%

“…However, few studies focus on curriculum design and explore the impact of EI training on students based on medical education curriculum. Many researchers have highlighted the bene ts of EI-based education, which may contribute to the teaching of professionalism and communication skills in medicine, although some research has shown that the role of EI training in medical education remains uncertain [6]. Further research is needed before the wholesale adoption of EI education in any course can be recommended [7].…”

Section: Introductionmentioning

confidence: 99%

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The application of team-based learning in emotional intelligence training for medical students: A pre–post-test study

Wenjiao

Chen

Gao

et al. 2020

Preprint

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Background Emotional intelligence represents a person’s interpersonal and communication competencies, and influences medical students and their clinical careers. The aim is to evaluate the impact of team-based learning in an emotional intelligence training intervention among Chinese medical students. Methods This is a quasi-experimental, one-group pre–post-test assessment. A convenience sample of medical university students took an elective course in emotional management recruited for this study. An emotional management course was designed to provide college students with basic knowledge about emotional regulation and to provide opportunities for emotional management practice. The course composed of traditional face-to-face education and the new style of teamwork. They completed the educational modules using their personal computers or cell phones. Using the Emotional Intelligence Scale, Caring Ability Inventory, and a course evaluation questionnaire, two research assistants collected data before and after delivery of the intervention. Descriptive statistics were calculated for sociodemographic data. Categorical data were described as frequencies, and continuous data were expressed as means. Differences in respondent characteristics between the pre- and post-intervention assessments were investigated using the chi-squared test. The paired-samples t test was used to investigate differences between pre- and post-intervention. Ninety-eight students completed the pre-intervention questionnaire and 82 students completed the post-intervention questionnaire. Results The intervention improved students’ emotional intelligence and caring ability, as indicated by increased scores in perceiving and expressing emotions (t = 7.045, P < 0.01), regulating emotions (t = 6.094, P < 0.001), knowing (t = 4.268, P < 0.001), and courage (t = 4.842, P < 0.001). Students' average course evaluation ratings were >4 points (The total score is 5.). Conclusions This intervention has the potential to influence medical students’ emotional intelligence and caring behavior.

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Section: Emotional Intelligencesupporting

confidence: 90%

Section: Educational Interventionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The application of team-based learning in emotional intelligence training for medical students: A pre–post-test study

Wenjiao

Chen

Gao

et al. 2020

Preprint

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“…e importance of emotional intelligence in physicians has fascinated researchers in terms of discovering the association of emotional intelligence with retention, promotion, and efficiency among academic practitioners. A growing number of published studies on emotional intelligence among medical students and resident trainees supports this issue's importance [36][37][38][39]. Our findings suggested that emotional intelligence could be a potential negative predictor of burnout.…”

Section: Discussionsupporting

confidence: 68%

The Impact of Emotional Intelligence on Burnout Aspects in Medical Students: Iranian Research

Shariatpanahi

Asadabadi

Rahmani

et al. 2022

Education Research International

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Background. Burnout is a psychological syndrome identified by different degrees of emotional exhaustion depersonalization and a low sense of personal accomplishment, which is an increasing problem among medical students. Emotional intelligence is a set of noncognitive skills that propagates an individual’s capability to encounter environmental complications, particularly burnout, successfully. This research was conducted to investigate the relationship between emotional intelligence and academic burnout among medical students. Methods. This cross-sectional study was carried out on 136 medical students at Tehran University of Medical Sciences in 2018. Data were collected by a demographic checklist, Siberia Schering’s Emotional Intelligence questionnaire, and Bresso Academic Burnout questionnaire and analyzed by SPSS22 software using descriptive methods and linear regression tests. The significance level was set at a P value <0.05. Results. The study enrolled 136 medical students, including 70 (51.5%) men and 66 (48.5%) women, with an average age of 24.94 (SD = 1.03). Besides, 112 students were single (82.4%), and 24 were married (17.6%). Most students’ emotional intelligence and academic burnout were moderate (89% and 69.1%, respectively). According to the results, none of the burnout dimensions significantly correlated with age and gender. Among emotional intelligence dimensions, students possessing higher self-motivation experienced more significant academic fatigue. Students with higher self-awareness and self-regulation experienced lower academic fatigue, academic apathy, academic inefficiency, and academic burnout. In general, medical students with higher scores on emotional intelligence experienced significantly lower academic fatigue, academic apathy, academic inefficiency, and academic burnout. There was a significant negative association between emotional intelligence and burnout (β = −0.496, P < 0.001). Conclusion. Emotional intelligence appeared as a significant factor in protecting medical students against academic burnout, so enhancing emotional intelligence through training may be an essential intervention for reducing burnout.

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“…The supplemental instruction program provides exposure to the majority of the material presented in the fall MGA course, which aids in retention and recall of this difficult subject matter during the first semester of medical school. The largely near‐peer‐taught course also introduces students to the anatomy laboratory, which is considered a high stress environment with the demands of dissection coupled with student expectations to learn as they go (Holman et al, ; Nwachukwu et al, ). The ABC course utilizes prosected donors so that the students have more time to focus on learning the anatomy rather than spending time dissecting (the fall MGA course has a full dissection laboratory component).…”

Section: Discussionmentioning

confidence: 99%

Impact of Anatomy Boot Camp on Students in a Medical Gross Anatomy Course

Herling

Mohseni

Hill

et al. 2016

Anatomical Sciences Ed

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Lincoln Memorial University-DeBusk College of Osteopathic Medicine (LMU-DCOM) offers an optional three-week summer Anatomy Boot Camp course (ABC) to facilitate students' transition into medical school and promote retention of anatomy subject matter. The pre-matriculation program is a supplemental instruction course that utilizes a small group learning format. Boot camp instruction is led by teaching assistants and two anatomy professors. Enrollees gain early exposure to Medical Gross Anatomy (MGA) course subject matter, which is taught in the fall semester, and learn study skills necessary to excel in medical school. No grade is assigned for the course, therefore participants can study without the fear of potentially affecting grades. This study evaluates the effectiveness of the LMU-DCOM ABC course using data from four consecutive summers. Independent two-sample t-tests were used to compare ABC to non-ABC students for the following variables: incoming grade point average (GPA) and Medical College Admission Test® (MCAT®) scores, MGA written and laboratory practical examination grades, and final MGA course grade. Additionally, a 26-question survey was administered to 2012-2014 boot camp participants. There were no significant differences in incoming GPA and MCAT scores. However, boot campers scored significantly higher on the first two lecture and laboratory examinations (P < 0.05) for each year of the study. Thereafter scores varied less, suggesting a faster head start for boot camp participants. Mean MGA final grade was on average 3% higher for the boot camp cohort. The survey feedback supports that the ABC course assists with the academic and social transition into medical school. Anat Sci Educ 10: 215-223. © 2016 American Association of Anatomists.

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Does emotional intelligence change during medical school gross anatomy course? Correlations with students’ performance and team cohesion

Cited by 14 publications

References 52 publications

The application of team-based learning in emotional intelligence training for medical students: A pre–post-test study

The application of team-based learning in emotional intelligence training for medical students: A pre–post-test study

The Impact of Emotional Intelligence on Burnout Aspects in Medical Students: Iranian Research

Impact of Anatomy Boot Camp on Students in a Medical Gross Anatomy Course

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