探索健康科学学生情绪智能的变化:跨临床前和临床年的一项混合方法研究
Imran Khalid1, Kinza Aslam2, Saqib Siddiq Choudhry3
1Imran Khalid, M.Phil. Orthoptics (KEMU), MME (UOL), Services Institute of Medical Sciences, Lahore, Pakistan.
Pakistan journal of medical sciences
|December 15, 2025
概括
情绪智能 (EI) 在健康科学学生之间有所不同,其中三分之一显示低水平. 诸如自我意识和教师角色建模等因素显著影响学生的EI,突出了软技能整合的需要.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 健康 职业 教育 教育 专业
背景情况:
- 情绪智能 (EI) 对医疗保健专业人员来说至关重要.
- 了解健康科学学生的EI变化对于有针对性的教育干预至关重要.
研究的目的:
- 评估临床前和临床健康科学学生的情绪智力 (EI) 水平.
- 确定与这些学生中不同EI水平相关的因素.
主要方法:
- 这是一项混合方法研究,涉及248名健康科学学生.
- 通过特征情绪智能问卷-简单表格 (TEIQue-SF) 收集的定量数据.
- 通过焦点小组和采访收集的定性数据,使用基于戈尔曼的EI模型的主题分析进行分析.
主要成果:
- 32.30%的学生表现出低EI水平.
- 物理治疗临床学生显示了最高的平均EI得分.
- 在不同学科中,EI水平有很大的差异,MBBS临床年数显著下降,物理治疗和BDS的增加.
结论:
- 学生EI受到自我意识,学习环境以及与教师和患者的互动的影响.
- 建议明确整合软技能和积极的教师角色建模,以加强健康科学课程中的EI.
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