Abstract
Aim of the studythis study aimed at examining emotional intelligence components and the impact of education based on it on residents of emergency medicine.Subject or material and methodsThis study consists of two descriptive and interventional parts and was conducted to determine the effectiveness of educational intervention of emotional intelligence on emergency medicine residents. The first part of the study aimed to determine the state of emotional intelligence in emergency department residents, and in the second part the effect of education on emotional intelligence of the residents was investigated. To collect the required information, Sheering Emotional Intelligence Inventory was used. The SPSS version 16 was used for data analysis as well.ResultsAmong the components of emotional intelligence in 120 Residents of Emergency Medicine, the highest mean score was that of self-awareness (mean and standard deviation of 24.8 ± 3.7), and the lowest one was social skill (mean ± SD: 16.2 ± 3.4). Results of educational intervention showed that there was no significant difference between the components of emotional intelligence in the intervention group and the control group before the educational intervention (P-value ≥ 0.05). After the educational intervention, the difference between the intervention and control groups became significant (P-value≤0.05).DiscussionThe descriptive findings of this study showed that among the emotional intelligence components, self-awareness and social skills of the residents had the highest and the lowest mean scores, respectively.ConclusionsFindings of this study showed that educating emotional intelligence to emergency medicine residents had a significant role in increasing their emotional intelligence.
Highlights
Emotional intelligence is a set of abilities, competences and non-cognitive skills affecting an individual’s ability to succeed in coping with environmental demands and pressures [1]
Among the components of emotional intelligence, the highest score was that of selfawareness (M=24.8, SD ± 3.7), and the lowest – social skill (M=16.2, SD ± 3.4)
Prior to the educational intervention, the emotional intelligence of the emergency department residents was average, and this is consistent with previous studies [25,26]
Summary
Emotional intelligence is a set of abilities, competences and non-cognitive skills affecting an individual’s ability to succeed in coping with environmental demands and pressures [1]. As a more comprehensive definition, emotional intelligence refers to a complicated structure including perception, processing, regulations and management of feelings [2]. Before the introduction of the concept of emotional intelligence, all eyes were turned towards cognitive intelligence and it was considered as the most effective factor in individuals’ success. A majority of experts believe that cognitive intelligence at best contributes only 20% to a person’s success and 80% of success depends on other factors. According to Goleman’s emotional intelligence model, the basic components of emotional intelligence have two subscales of individual and social capabilities. Self-awareness, self-regulation and motivation are aspects of the individual subscale, and the social capability scale includes empathy and social skills. Our ability to learn working skills depends on these basic components of emotional intelligence [4,5]
Sign-in/Register to view highlights & summary 
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call