The Relationship between Emotional Intelligence and Non-cognitive Factors in Dental Students

Wen, Natalie; Aldosari, Muath; Park, Sang E.

doi:10.54647/cm32558

Cited by 1 publication

(4 citation statements)

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“…Emotional intelligence (EI) describes one's ability to identify, regulate, and respond to the emotions of oneself and others. 1,2 EI is required to navigate the clinical and social competencies of a practicing dentist. In a survey of infractions resulting in state dental board disciplinary actions, the majority were found to be related to deficits in EI, rather than cognitive intelligence and technical intelligence.…”

Section: Introductionmentioning

confidence: 99%

“…EI was found to be significantly associated with professionalism in dental students 6 and can be influenced by factors such as EI training, life experiences, and stress. 1,2 The start of the COVID-19 pandemic was associated with significant changes in dental education, including shifts to distance and hybrid learning, changes in clinical scheduling and protocol, and uncertainty regarding licensing and graduating requirements. The physical and psychological stress associated with the COVID-19 pandemic led to burnout, depression, stress, and anxiety in dental professionals and students.…”

Section: Introductionmentioning

confidence: 99%

“…Emotional intelligence (EI) describes one's ability to identify, regulate, and respond to the emotions of oneself and others 1,2 . EI is required to navigate the clinical and social competencies of a practicing dentist.…”

Section: Introductionmentioning

confidence: 99%

“…Dental education institutions strive to produce competent dentists using measurements of knowledge, hand skills, and professionalism to track the success of dental education. EI was found to be significantly associated with professionalism in dental students 6 and can be influenced by factors such as EI training, life experiences, and stress 1,2 …”

Section: Introductionmentioning

confidence: 99%

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A 10‐year longitudinal study of dental students’ emotional intelligence and the impact of COVID‐19

Farah‐Franco,

Taylor,

Rowan

et al. 2023

Journal of Dental Education

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Purpose/objectivesEmotional intelligence (EI) supports the clinical and social competencies of a practicing dentist. Reuven Bar‐On's EI model is an array of inter‐related emotional and social competencies, skills, and behaviors, which consist of five key domains: Self‐Perception, Self‐Expression, Interpersonal, Decision Making, and Stress Management, and associated with the domains are 15 emotional quotient (EQ) subskills. This study measured the impact of COVID‐19 on dental students' EI by comparing measures pre‐COVID‐19 and during COVID‐19 matriculation.MethodsThis retrospective longitudinal study measured EI with the EQ‐i 2.0 for higher education. Dental students completed an EQ‐i 2.0 assessment (Attempt) at the beginning of matriculation, at the mid‐point, and prior to graduation. Ten groups were included, of which the first three completed matriculation prior to the pandemic and the remaining seven matriculated during timeframes intersecting at different times during the pandemic. A paired t‐test dependent sample of means (p ≤ 0.05) compared EQ scores for each attempt for all groups. The study compared means for three EQ attempts with the t‐test independent sample of means (p ≤ 0.05) for cohorts matriculating pre‐COVID‐19 and during COVID‐19.ResultsThe pre‐COVID‐19 groups showed significant increases in EQ with each subsequent attempt. COVID‐19‐impacted groups demonstrated significant increase in Stress Tolerance and significant decreases, most notably in the domains of Interpersonal and Self‐Perception, and subscales of Optimism and Happiness.Conclusion(s)COVID‐19‐related stressors impacted dental students’ EI as multiple EI areas declined significantly. Dental educators should minimize organizational stressors and support EI during years 2 and 3 of matriculation.

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Section: Introductionmentioning

confidence: 99%