Abstract
Background:
Considering the humane nature of the medical domain, not only having cognitive skills but also high emotional intelligence has become mandatory in succeeding as a “good doctor". However, not all studies have been successful in demonstrating a strong link between emotional intelligence and academic performance. Moreover, the association between emotional intelligence and social skills has not been adequately explored.
Objectives:
The study was conducted to determine the association between Emotional Intelligence (EI) and clinical and cognitiveskills of medical undergraduates of the Faculty of Medicine, University of Kelaniya, and to explore the association of EI with their socialskills.
Method:
A descriptive cross-sectional study was conducted among second, third and fourth-year medical undergraduates (492 students) at the Faculty of Medicine, University of Kelaniya. Geno’s Emotional Intelligence inventory (concise version) was pre-tested and distributed among consenting students. Student enrolment for the study was based on clinical groups. Half of each group (10) self-assessed their level of emotional intelligence according to the Geno’s Inventory, while other members used separate social skills questionnaire to rate their peers on their social skills. Exam results of theory and clinical components of the recent bar examinations were obtained from the faculty and means calculated. Relationship between EI scores and theory and clinical exam results and the relationship between self-rated EI and peer-rated social skills were determined using SPSS software.
Results:
Overall mean total EI score of the undergraduates were 105.72, demonstrating an average frequency in exhibiting EI behaviour. Out of the seven domains of EI, the highest mean EI was for the emotional reasoning (ER) domain while the lowest score for the Emotional Self Control (ESC) domain. There is a decline in mean total EI score and mean scores of all domains with advancing years of training, although these were not statistically significant except for Emotional Expression (F(2,159)= 4.280, p= 0.015), and Emotional Self-Management (F(2,159)= 3.436, p= 0.035). According to Spearman’s rank order correlations, there is no statistically significant relationship between EI and the academic performance (r= -0.05, p= 0.526) and EI and the clinical performance (r = -0.004, p=0.956). There is a statistically significant positive correlation between mean total EI and total social skills (r= 0.170, p=0.031), particularly communication skills (r=0.202, p=0.010) and empathy (r=0.166, p=0.035).
Conclusions and recommendations:
The findings provide limited evidence for a link between emotional intelligence (EI) and theory knowledge and clinical skills of this group of students. However, medical undergraduates with high emotional intelligence are extremely likely to have better social skills and perform well socially, therefore, providing quality patient care following graduation. Nevertheless, undergraduate medical training has not been able to instil emotional intelligence within their trainees adequately. Therefore, measures need to be considered to address this gap in the undergraduate curriculum.
Considering the humane nature of the medical domain, not only having cognitive skills but also high emotional intelligence has become mandatory in succeeding as a “good doctor". However, not all studies have been successful in demonstrating a strong link between emotional intelligence and academic performance. Moreover, the association between emotional intelligence and social skills has not been adequately explored.
Objectives:
The study was conducted to determine the association between Emotional Intelligence (EI) and clinical and cognitiveskills of medical undergraduates of the Faculty of Medicine, University of Kelaniya, and to explore the association of EI with their socialskills.
Method:
A descriptive cross-sectional study was conducted among second, third and fourth-year medical undergraduates (492 students) at the Faculty of Medicine, University of Kelaniya. Geno’s Emotional Intelligence inventory (concise version) was pre-tested and distributed among consenting students. Student enrolment for the study was based on clinical groups. Half of each group (10) self-assessed their level of emotional intelligence according to the Geno’s Inventory, while other members used separate social skills questionnaire to rate their peers on their social skills. Exam results of theory and clinical components of the recent bar examinations were obtained from the faculty and means calculated. Relationship between EI scores and theory and clinical exam results and the relationship between self-rated EI and peer-rated social skills were determined using SPSS software.
Results:
Overall mean total EI score of the undergraduates were 105.72, demonstrating an average frequency in exhibiting EI behaviour. Out of the seven domains of EI, the highest mean EI was for the emotional reasoning (ER) domain while the lowest score for the Emotional Self Control (ESC) domain. There is a decline in mean total EI score and mean scores of all domains with advancing years of training, although these were not statistically significant except for Emotional Expression (F(2,159)= 4.280, p= 0.015), and Emotional Self-Management (F(2,159)= 3.436, p= 0.035). According to Spearman’s rank order correlations, there is no statistically significant relationship between EI and the academic performance (r= -0.05, p= 0.526) and EI and the clinical performance (r = -0.004, p=0.956). There is a statistically significant positive correlation between mean total EI and total social skills (r= 0.170, p=0.031), particularly communication skills (r=0.202, p=0.010) and empathy (r=0.166, p=0.035).
Conclusions and recommendations:
The findings provide limited evidence for a link between emotional intelligence (EI) and theory knowledge and clinical skills of this group of students. However, medical undergraduates with high emotional intelligence are extremely likely to have better social skills and perform well socially, therefore, providing quality patient care following graduation. Nevertheless, undergraduate medical training has not been able to instil emotional intelligence within their trainees adequately. Therefore, measures need to be considered to address this gap in the undergraduate curriculum.
Original language | English |
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Pages | 53 |
Number of pages | 1 |
Publication status | Published - 14 Nov 2019 |
Event | Colombo Conference on Medical Education 2019: Transforming health professions education to develop professional identity - Hotel Galadari, Colombo, Sri Lanka Duration: 14 Nov 2019 → 15 Nov 2019 https://colmeded.lk/event/colombo-conference-on-medical-education-2019-2/ |
Conference
Conference | Colombo Conference on Medical Education 2019 |
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Country/Territory | Sri Lanka |
City | Colombo |
Period | 14/11/19 → 15/11/19 |
Internet address |
Keywords
- emotional intelligence
- medical undergraduates
- Genos EI inventory
- academic performance
- social skills