情绪智力和学业成绩:对十个牙科课程的回顾性研究
Sandra M Farah-Franco1, Brent Fung1, Leo C Taylor1
1College of Dental Medicine, Western University of Health Sciences, Pomona, USA.
Journal of dental education
|December 26, 2024
概括
情绪智能 (EI) 对牙科学生的学术和临床表现产生积极影响. 特定的EI领域,如同情心和冲动控制,在整个牙科教育中至关重要.
科学领域:
- 牙科教育 牙科教育
- 心理学 心理学 心理学
- 行为科学 行为科学
背景情况:
- 情绪智能 (EI) 对于牙医发展临床和社会能力至关重要.
- 巴恩EI模型概述了自我认知,自我表达,人际关系,决策和压力管理方面的关键能力.
研究的目的:
- 调查牙科学生的情绪指数,通过情绪指数库存2.0 (EQ-i 2.0) 测量,以及他们的学术和临床表现之间的关系.
- 评估在三个关键学术关节的EI和绩效:初始,中期和毕业.
主要方法:
- 一个回顾性横截面研究,将EQ-i 2.0分数与学术指标 (GPA,DAT分数) 和临床表现 (临床前和临床分数,PLOs) 相关联.
- 在10个群体 (初级,中级,高级) 进行了3次EI评估,并进行了统计分析,包括皮尔森相关性和多变量回归.
主要成果:
- 最初的EI评估显示了与入学前措施的负相关性.
- 在EI (特别是自我感知,同情心,冲动控制,应激耐受) 和初级和中级阶段的学业表现/PLOs之间发现了积极的关联.
- 后来的评估将EI (社会责任,同理心,冲动控制,决策) 与临床表现联系起来.
- 在入学期间,人们观察到人际情商领域,同理心和幸福感的显著下降.
结论:
- 总的EQ-i 2.0得分与牙科学生的临床前和临床表现有显著的相关性.
- 经验教育是牙科学生在整个课程的整体成功的一个重要因素.
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