Intelligence In Medical Students Research Articles

The associates of Emotional Intelligence in medical students: A systematic review

Introduction: Emotional Intelligence (EI) is especially important for medical undergraduates due to the long undergraduate period and relatively high demands of the medical course. Determining associates of EI would not only enable identification of those who are most suited for the discipline of medicine but would also help in designing training strategies to target specific groups. However, there is diversity of opinion regarding the associates of EI in medical students. Aim of the study was to determine associates of EI in medical students. Methods: The databases MEDLINE, CENTRAL, Scopus, EbscoHost, LILAC, IMSEAR and three others were searched. It was followed by hand-searching, cited/citing references and searching through PQDT. All studies on the phenomenon of EI and/or its associates with medical students as participants were retrieved. Studies from all continents of the world, published in English were selected. They were assessed for quality using Q-SSP checklist followed by narrative synthesis on selected studies. Results: Seven hundred and ninety-two articles were identified of which 29 met inclusion criteria. One article was excluded as its full text was not available. Seven articles found an association between ‘EI and academic performance’, 11 identified an association between ‘EI and mental health’, 11 found an association between ‘EI and Gender’, 6 identified an association between ‘EI and Empathy’ while two have found an association with the learning environment. Conclusion: Higher EI is associated with better academic performance, better mental health, happiness, learning environment, good sleep quality and less fatigue, female gender and greater empathy.

The Effects of a Brief Mindfulness Intervention on Mindfulness, Stress and Emotional Intelligence in Medical Students

This study aimed to evaluate the effects of a brief mindfulness-based intervention (b-MBI) on the levels of mindfulness, perceived stress and emotional intelligence (EI). Fifty-nine undergraduate students in medicine course were randomly allocated to either 4 weekly b-MBI sessions (n = 30) or waitlist control (n = 29). All participants completed Mindful Attention Awareness Scale (MAAS), Perceived Stress Scale (PSS-10) and USM Emotional Quotient Inventory (USMEQ-i) at pre- and post-intervention. Findings from mixed-factorial ANOVA revealed significant cross-over interactions, but no significant main effects of treatment conditions and time, on mindfulness and perceived stress. Post-hoc analyses indicated intervention group to experience significantly increased levels of mindfulness (p = 0.012) and decreased perceived stress (p = 0.003) at post-intervention, which were unobserved in the controls. Significant main effect of time was observed (p = 0.001) for EI; however, only intervention group reported significant increase in the scores (p = 0.004). The lack of between-group treatment effects could be justified due to relatively low stress and high EI for intervention and control groups at baseline. Nonetheless, within-group findings provided preliminary evidence that b-MBI may be beneficial in improving mindfulness, perceived stress and EI. This intervention may be adapted into the medical curriculum to improve the psychological well-being of medical students.

Emotional intelligence in medical students studying general medicine and pediatrics: A multi-institutional, cross-sectional study

Emotional intelligence in medical students studying general medicine and pediatrics: A multi-institutional, cross-sectional study

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

None Declared.

Characteristics of Emotional Intelligence and Empathic Abilities in Medical Students

Introduction. The article presents the results of a study, whose purpose was to investigate emotional intelligence and empathic abilities as well as to identify correlations between these indicators in 3rd year medical school students. The relevance of the work is determined by the fact that both empathy and emotional intelligence play an important role in the formation of the professional competencies of future doctors. Materials and Methods. The study was based around a survey of 92 students of the Sechenov University. Data gathering was carried out using the Assessment of the Level of Empathic Abilities by V.V. Boiko and The Emotional Intelligence Test by N.&nbspHall. The relationship between emotional intelligence and empathic abilities was studied. Data were analysed using STATISTICA 8.0. Results. The majority of the participants were found to have both an understated and a very low level of empathic capability. The least developed were the intuitive, rational and emotional components, while the most developed was the “installations that promote empathy” component. The majority of the participants had a low level of emotional intelligence in Hall’s terms, with the worst developed parameters seen to be “managing your emotions” and “self-motivation”. The most developed parameter was “emotional awareness”. The results showed an average positive correlation between Hall’s empathy and the total indicator of empathic abilities (r = 0.37, p < 0.01), the intuitive channel (r = 0.32, p < 0.01), the “empathy facilities” (r = 0.31, p < 0.01) and the “empathy identification” (r = 0.26, p = 0.01) , as well as between “recognition other people’s emotions” and the total indicator of empathic abilities (r = 0.28, p < 0.05). The study found an average negative correlation between the “managing your emotions” and the “emotional channel” (r = -0.41, p < 0.001), the “rational channel” (r = -0.31, p = 0.003), the total indicator of empathic abilities (r = -0.28, p < 0.05). Discussion and Conclusion. Most of the participants have a low level of empathic abilities and emotional intelligence. The results of the study identify the need to develop empathic abilities and emotional intelligence in medical students with a focus on intuitive, rational and emotional channels of empathy, as well as “managing your emotions” and “self-motivation”, in order to train communicative professional competencies during the course of higher education.

A Study of Introduction of Concept of Emotional Intelligence in Medical Students


 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Introduction
 Despite high clinical skills of Indian medical graduates, there is growing mistrust between doctors and patients. Currently there is no programme of developing emotional intelligence (EI) in medical curriculum.
 Material and Method
 A cross-sectional study based on questionnaire was conducted on 35 medical students. Demographic data was collected by semi open ended questionnaire. EI data was collected by Schutte's Self-Report EI test questionnaire of on a 5 point Likert scale. After collecting the responses, the students were asked to attend a one hour lecture on emotional intelligence. Data was entered in MS-EXCEL and analyzed by SPSS version 19. Student's t-test was used to calculate p value. Data was considered significant for p< 0.05.
 Results
 Out of total 35 subjects, 20 (57.14%) were male. 26 (74.28%) stayed in hostel. Mean EI score was 102.42.EI in hostel vs. family accommodation was 98.34 and 103.27 respectively. Mean EI score males and females was 98.41 and 104.25 respectively.
 Conclusion
 IMG have low EI. Gender and type of accommodation have no significant effect on EI. Sensitization of IMG is required to develop EI.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Relationship of Emotional Intelligence, Intelligence Quotient, and Autonomic Reactivity Tests in Undergraduate Medical Students.

Emotional intelligence is emerging as a determinant of success of an individual in their professions. Therefore, this study was designed to decipher the association of emotional intelligence, intelligence quotient, and autonomic stress reactivity tests in undergraduate medical students. Fifty-two undergraduate medical students were recruited in this study. Validated questionnaires for EI-self report and performance based-and IQ were filled by all the participants. Autonomic reactivity tests-lying to standing, deep breathing (DBT), Valsalva maneuver, cold pressor (CPT), and handgrip tests-were also performed. Correlational analysis was done using GraphPad Prism version 5.00. Performance-based EI had a positive correlation with DBT responses and an inverse relation with CPT response. Additionally, sub-grouping on the basis of emotional quotient (EQ) and IQ and comparing their autonomic profile revealed an important pattern of parasympathetic reactivity-wherein it was higher in both high > EQ high IQ low > EQ low IQ high > both low . Emotional intelligence is associated with autonomic reactivity responses. EQ has a positive relation to parasympathetic system while a negative relation to sympathetic system emphasizing the association of sympatho-vagal balance with the emotional intelligence of an individual. Also, parasympathetic responses in an individual differed significantly in groups based on EQ and IQ which again focuses on the strong relation between higher parasympathetic reactivity and emotional intelligence. This study highlights the probable role of emotional intelligence in medical students in deciphering not only their empathy towards patients, but also their physiological responses and cognitive capacity.

Emotional intelligence in medical students: should we be assessing this more vigorously during the admissions process?

Emotional intelligence in medical students: should we be assessing this more vigorously during the admissions process?

Effects of peppermint, chewing gum on memory, cognition, alertness, reaction time, arithmetic skills and athletic performance during laboratory induced stress in undergraduate medical students

Background: Many medical students are dealing with day to day stress in their lives and they need to be both physically and mentally active to counter and overcome their daily problems. In such scenario, a non-pharmacological adjunct could prove useful to counter all of it so that they can work more efficiently. Many universities do recommend the use of peppermints and chewing gums. This study is conducted to see if any of these items actually have an influence on cognitive and physical abilities.Methods: A non-randomized controlled trial was performed on the undergraduate medical students of N.K.P. Salve Institute of Medical Sciences and Research Centre belonging to the age group of 18-21 years. They were given normal flavoured gum, mint flavoured gum and peppermint. A series of cognitive and physiological tests in both stressful and stress free environments were performed.Results: Consumption of peppermint in a stressful environment showed increase in attention span of the subjects and it increased the intelligence Wechsler Adult Intelligence Scale-R (WAIS-R) in both stress free and stressful environments. As compared to normal gum, peppermint and peppermint gum proved to be more effective. There was no significant change observed in alertness, reaction time, arithmetic ability, short term memory and fatigue index in any of the subjects.Conclusions: Peppermint has caused increase in the attention span and intelligence of medical students in a stressful work scenario. Peppermint gum was found to be more beneficial than normal gum.

Structural Models of Academic unwillingness based on the Sense of Coherence, Self-Compassion and Personal Intelligence in Medical Students

Structural Models of Academic unwillingness based on the Sense of Coherence, Self-Compassion and Personal Intelligence in Medical Students

A Study of Introduction of Concept of Emotional Intelligence in Medical Students

A Study of Introduction of Concept of Emotional Intelligence in Medical Students

Emotional intelligence among medical students: a mixed methods study from Chennai, India

BackgroundEmotional Intelligence is the ability of a person to understand and respond to one’s own and others’ emotions and use this understanding to guide one’s thoughts and actions. To assess the level of emotional intelligence of medical students in a medical college in Chennai and to explore their understanding of the role of emotions in medical practice.MethodsA quantitative, cross sectional, questionnaire based, survey was conducted among 207 medical students in a college in Chennai, India using the Quick Emotional Intelligence Self Assessment Test and some hypothetical emotional clinical vignettes. This was followed by a qualitative moderated fish-bowl discussion to elicit the opinion of medical students on role of emotions in the practice of medicine.ResultsThe mean score of Emotional Intelligence was 107.58 (SD 16.44) out of a maximum possible score of 160. Students who went to government schools for high school education had greater emotional intelligence than students from private schools (p = 0.044) and women were more emotionally intelligent in their response to emotional vignettes than men (p = 0.056). The fish bowl discussion highlighted several positive and negative impacts of emotions in clinical care. The students concluded at the end of the discussion that emotions are inevitable in the practice of medicine and a good physician should know how to handle them.ConclusionsMedical students, both men and women, had good level of emotional intelligence in the college that was studied. Students from collectivist social settings like government high schools have better emotional intelligence, which may indicate that a collectivist, community oriented medical education can serve the same purpose. Though students have diverse opinions on the role of emotions in clinical care, cognitive reflection exercises can help them understand its importance.

Emotional Intelligence in Medical Students is Inversely Correlated with USMLE Step 1 Score: Is there a Better Way to Screen Applicants?

Background: The primary aim of this study was to investigate whether USMLE board scores correlate with the emotional intelligence of medical students. We hypothesized that higher Step 1 scores would be associated with lower emotional intelligence. Methods: This prospective study included medical students who self-reported their USMLE Step 1 score and completed a survey designed to measure their emotional intelligence. The survey was composed of a Grit Scale, a Hardiness-Resilience quiz, and the “Reading the Mind in the Eyes” quiz. For participants who completed all three instruments, a composite score was equal to the sum of the three scoresThis study was performed at Emory University School of Medicine in Atlanta, Georgia. Of the 85 medical students who were recruited to participate, 72 completed all aspects of this study (85% completion rate). Results: Pearson correlation analyses showed that grit (r=-0.105, P=0.34), hardiness-resilience (r=-0.230, P=0.04), the eye quiz (r=-0.033, P=0.79), and the composite score (r=-0.187, P=0.12) were inversely correlated with USMLE scores. Participants who scored higher than the national average had a lower mean hardiness score compared to those who scored lower than the national average (P=0.03). Those who scored at least one standard deviation above the national average had a lower mean hardiness score (P=0.05) and a lower composite score (P=0.04). Conclusion: Higher USMLE Step 1 scores are associated with lower emotional intelligence, namely hardiness, in medical students. Keywords: EMOTIONAL INTELLIGENCE, USMLE STEP 1, HARDINESS, GRIT, RESIDENCY SELECTION

The relationship between self-stigma due to seeking psychological help and social/ cultural intelligence in medical students

The relationship between self-stigma due to seeking psychological help and social/ cultural intelligence in medical students

Comparison of trait and ability measures of emotional intelligence in medical students

Emotional intelligence (EI), the ability to perceive emotions in the self and others, and to understand, regulate and use such information in productive ways, is believed to be important in health care delivery for both recipients and providers of health care. There are two types of EI measure: ability and trait. Ability and trait measures differ in terms of both the definition of constructs and the methods of assessment. Ability measures conceive of EI as a capacity that spans the border between reason and feeling. Items on such a measure include showing a person a picture of a face and asking what emotion the pictured person is feeling; such items are scored by comparing the test-taker's response to a keyed emotion. Trait measures include a very large array of non-cognitive abilities related to success, such as self-control. Items on such measures ask individuals to rate themselves on such statements as: 'I generally know what other people are feeling.' Items are scored by giving higher scores to greater self-assessments. We compared one of each type of test with the other for evidence of reliability, convergence and overlap with personality. Year 1 and 2 medical students completed the Meyer-Salovey-Caruso Emotional Intelligence Test (MSCEIT, an ability measure), the Wong and Law Emotional Intelligence Scale (WLEIS, a trait measure) and an industry standard personality test (the Neuroticism-Extroversion-Openness [NEO] test). The MSCEIT showed problems with reliability. The MSCEIT and the WLEIS did not correlate highly with one another (overall scores correlated at 0.18). The WLEIS was more highly correlated with personality scales than the MSCEIT. Different tests that are supposed to measure EI do not measure the same thing. The ability measure was not correlated with personality, but the trait measure was correlated with personality.

Emotional intelligence in medical students: does it correlate with selection measures?

Much attention and emphasis are placed on the selection of medical students. Although selection measures have been validated in the literature, it is not yet known whether high scores at selection are indicative of high levels of interpersonal aptitude. Emotional intelligence (EI) is reported to be a predictor of the interpersonal and communications skills medical schools are looking for in applicants. This study describes EI scores in medical students and explores correlations between EI and selection scores at the University of Western Australia. Senior medical students from a 6-year undergraduate curriculum completed the online MSCEIT (Mayer-Salovey-Caruso Emotional Intelligence Test) survey. Scores for EI were described and correlations between EI and Undergraduate Medicine and Health Sciences Admission Test (UMAT), Interview and Tertiary Entrance Rank (TER) scores were analysed. Mean scores of the 177 respondents (58%) reflected the normal distribution of scores (mean 98, standard deviation [SD] 15.0) in the general population. Males had higher EI scores than females and Asian students demonstrated higher EI Total and branch scores than White students. The highest and lowest EI scores were obtained for the branches Understanding Emotions (mean 110, SD 19.0) and Perceiving Emotions (mean 94, SD 15.6), respectively. No significant correlations were found between EI Total or EI branch scores and any of the selection scores (UMAT, TER and Interview). This study offers information that can be used to compare the EI scores of medical students with those of other health professionals. No relationship was identified between cognition (measured by the UMAT) and skill (measured by the MSCEIT) in the interpersonal domain and EI. Further studies are required to explore whether UMAT Section 2 is measuring EI, if there are associations between EI and academic performance and if EI can be used to predict the performance of junior doctors.

QS50. Medical Students Have Emotional Intelligence Similar to General Population

Introduction: Medical students are selected in part on the basis of rigorous testing of knowledge and cognitive ability, both of which are related to performance during the first two years of medical school. Ability to cope with personal emotions and social interactions appropriately has not been rigorously tested and may not be emphasized in the education of medical students. However, such attributes may become important during the third and fourth years of medical school. Therefore, it seems prudent to investigate individual differences in emotional intelligence in medical students.