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情商培训在临床前医学教育中的可行性和影响

Emma Horowitz¹, Abigail Kaminsky², Mandeep Sidhu³

¹Albany Medical College, Albany, NY, USA. horowie@amc.edu.

BMC medical education

|January 15, 2026

概括

医学学生在结构化课程后,在情绪智力 (EI) 中表现出显著的改善. 这种EI培训是可行的,对于提高医生的有效性是有价值的.

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) 对医生的有效性至关重要,它影响了沟通,团队合作,弹性和患者护理.
尽管EI很重要,但它在医疗教育课程中基本上缺席.
这项研究解决了医学院需要基于证据的EI培训的需求.

研究的目的:

评估结构化的EI课程对医学学生EI成绩的影响.
评估EI培训计划在学生中的可行性和感知价值.
为了比较干预和对照组之间EI分数的变化.

主要方法:

实施了包括研讨会,指导和反思性写作在内的多方面的EI课程.
参与者在基线和干预后完成了情绪指数库存 (EQ-i) 2.0评估.
统计分析包括配对t测试,威尔科克森签名等级测试和独立样本t测试来比较群体.

主要成果:

干预参与者在11/15EI子表中显示出显著的小组内改善,包括总EI,自尊,解决问题,承受压力和情感自我意识.
虽然群体之间的差异并不显著,但社会责任和自尊趋向于显著.
定性数据表明参与者的满意度很高,96.4%的参与者认为目标已实现,91.9%的参与者认为会议有价值.

结论:

在临床前的医学课程中,EI培训可以切实地融入.
研讨会,指导和反思性写作的结合方法导致了有意义的EI改进.
进一步完善和实施EI培训有潜力提高医生的弹性,同理心和整体有效性.

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