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Emotion-focused coping refers to a set of strategies aimed at managing the emotional impact of stressors, rather than directly addressing their causes. This approach involves altering one's emotional response to stressful situations to reduce their psychological effects. For example, individuals might talk with a friend or engage in activities like journaling to express their feelings. Such actions can help achieve emotional clarity or release, providing the psychological stability needed...
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Socioemotional Development during Infancy01:30

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Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
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Emotional expression encompasses how individuals convey their emotions through verbal communication and non-verbal cues. These non-verbal actions include facial expressions, body language, and physical gestures, such as frowning or smiling. Among these, facial expressions play a crucial role in emotional expression and are understood universally, indicating a biological basis for how humans communicate emotions.
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Howard Gardner's theory of Multiple Intelligence proposes that there are nine distinct types of intelligence, each reflecting different ways of interacting with the world. Introduced in 1983 and expanded in subsequent years, Gardner's framework challenges the traditional notion of a single, generalized intelligence.
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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
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La enseñanza de la inteligencia emocional en los educadores asistentes al médico

Jaclyn Cotgreave1

  • 1Dep. of Physician Assistant Studies, School of Health Promotions, New York Institute of Technology, Riland Academic Health Center, Rm 377, Northern Boulevard, P.O. Box 8000, Old Westbury, NY 11568-8000, USA. jcotgrea@nyit.edu.

Journal of allied health
|September 5, 2025
PubMed
Resumen
Este resumen es generado por máquina.

Los educadores de asistentes médicos (PA) demuestran una inteligencia emocional (EI) más alta que el promedio, con puntuaciones que varían según el nivel de grado. Esto pone de relieve EI

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Área de la Ciencia:

  • Educación médica
  • Liderazgo en el cuidado de la salud
  • Psicología

Sus antecedentes:

  • Los asistentes médicos (AP) son parte integral de la prestación de servicios de salud.
  • Los rasgos de la inteligencia emocional (IE) son cruciales para la atención y la comunicación eficaces del paciente.
  • El papel de la IE en la facultad de AP y el liderazgo educativo sigue siendo poco explorado.

Objetivo del estudio:

  • Para investigar los niveles de inteligencia emocional de los educadores de AP.
  • Explorar las correlaciones entre la IE, la demografía de la facultad y los roles de liderazgo.
  • Evaluar las implicaciones de la IE para el liderazgo del programa de AP y el desarrollo del plan de estudios.

Principales métodos:

  • Encuesta administrada a 136 educadores de AP.
  • Utilizó la prueba de inteligencia emocional de autoinforme (SREIT) para evaluar la inteligencia emocional.
  • Los datos analizados se basan en la duración de la enseñanza, el grado académico, la permanencia y las citas de liderazgo.

Principales resultados:

  • Los educadores de AP obtuvieron una puntuación significativamente más alta en IE (SREIT) que el promedio general (p < 0,001).
  • Se observaron diferencias significativas en las puntuaciones SREIT basadas en los niveles de grado académico (p < 0,05).
  • La formación para el liderazgo se correlacionó con los nombramientos para el liderazgo (p < 0,001) y con los grados superiores (p < 0,05).

Conclusiones:

  • Los educadores de AP poseen una inteligencia emocional notablemente alta, particularmente aquellos con títulos avanzados.
  • La IE es un componente crítico para el liderazgo efectivo dentro de los programas educativos de la AP.
  • Los hallazgos sugieren oportunidades para integrar la capacitación en IE en los planes de estudio de AP para mejorar las habilidades de los graduados y mejorar las interacciones con los pacientes.