基于能力的模型干预对医学生最后一年情绪智能的发展和有效性:随机对照试验
Nan N Than1, Htoo H K Soe2, Adinegara B L Abas2
1Centre for Research and Graduate Studies, University of Cyberjaya, Cyberjaya, Malaysia.
Journal of education and health promotion
|June 27, 2025
概括
这项研究表明,基于能力的情感智力 (EI) 培训模块显著改善了医学生最后一年的情感智力. 然而,经过干预后,EI与学业成绩没有相关性.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
背景情况:
- 情绪智能 (EI) 是一种至关重要的认知能力,目前还没有被纳入医学课程.
- 学生经常通过观察被动地学习EI,突出了正式培训中的差距.
- 本研究探讨了医学学生对结构化EI发展的需求.
研究的目的:
- 调查基于能力的EI干预对医学学生的有效性.
- 确定增强的EI与这一群体的学术成绩之间的相关性.
- 评估EI培训模块的有效性和可靠性.
主要方法:
- 一项随机对照研究,涉及84名最后一年的医学学生.
- 基于能力的EI培训模块在为期四个小时的辅导课程中交付给干预组.
- 舒特自我报告情绪智能测试 (SSEIT) 和投资组合防御标志被用于评估.
主要成果:
- 干预组显示EI在统计学上显著改善 (P=0.005).
- 该EI培训模块显示出高的有效性 (0.99) 和可靠性 (克朗巴赫的α=0.89).
- 在干预后,EI水平和学业成绩之间没有发现显著的相关性 (r=0.048,P=0.667).
结论:
- 基于能力的EI干预可以有效地提高医学学生的情绪智力.
- 建议将EI培训整合到医学教育中,以促进学生的整体发展.
- 需要进一步的研究来探索EI在医疗实践中的长期影响和更广泛的影响.
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