瑞典医学学生的情绪智力 - - 一个调查问卷研究
Aziz Bitar1, Lava Amnelius2, Emelie Kristoffersson2
1Department of Clinical Science, Professional Development, Umeå University, Umeå, 901 87, Sweden. aziz.bitar@umu.se.
BMC medical education
|August 24, 2023
概括
医学教育增强学生的情绪智力 (EI),高分与更先进的学期,年龄较大和先前的工作经验有关. 性别并没有抑制这种发展.
科学领域:
- 医学教育研究 医学教育研究
- 心理学 心理学 心理学
- 社会学 社会学 社会学
背景情况:
- 情绪智能 (EI) 对医疗专业人员至关重要,影响表现和压力管理.
- 医学培训对EI及其社会人口统计学相关的影响仍然不清楚.
- 调查医学学生的情商发展对于未来的医生培训至关重要.
研究的目的:
- 探索瑞典医学学生在不同学期的全球EI水平.
- 分析性别在医学院期间对EI发展的调节作用.
- 确定EI与社会人口统计学因素 (如年龄,性别,先前教育和工作经验) 之间的关联.
主要方法:
- 这是一项涉及429名瑞典大学学期1至11的医学学生的横截面研究.
- 参与者填写了特征情感智能问卷 - 简单表格 (TEIQue-SF) 和人口问题.
- 统计分析比较了基于学术进步,年龄,性别,先前教育和工作/领导经验的EI分数,性别作为潜在的调节者.
主要成果:
- 最后一年的学生表现出明显高于一年级学生的EI分数.
- 随着年龄的增长,EI分数增加,特别是在25-29岁的年龄组,并且与先前的工作和领导经验有积极的关联.
- 在整个学期中,性别对EI没有显著的缓解作用;性别和先前教育没有显著影响EI.
结论:
- 医学教育似乎促进了情绪智力,学期的进展,年龄和相关的先前经验与更高的情绪智力相关.
- 性别似乎不会对医学院期间的EI发展产生影响.
- 建议进行进一步的纵向研究,以确定医学课程中EI增强的特定因素.
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