A pilot study assessing emotional intelligence training and communication skills with 3rd year medical students

I Fletcher, Peter leadbetter, I Curran, H O'Sullivan

Research output: Contribution to journalArticle

52 Citations (Scopus)

Abstract

Objective: To investigate whether emotional intelligence (EI) developmental training workshops can lead to increases with the Bar-On Emotional Quotient (EQ-i) total scores. Methods: A pilot study with a quasi-randomised controlled design was employed with self-report assessments conducted at baseline and post-intervention following a 7-month training programme. Medical students based at a UK-based medical school participated in the study, and 36 volunteer students were recruited to the control group with 50 students randomly assigned to receive the intervention. A total of 34 (68%) students in the intervention group attended the first intervention training workshop, 17 (34%) attended the majority of the monthly development sessions and completed the post-intervention assessment. In the control group only one participant did not complete the followup assessment. Results: The intervention group had significantly higher EQ-i change from baseline mean scores than the control group. The intervention group mean scores had increased across time, whilst the control group mean scores slightly decreased. Conclusion: The EI developmental training workshops had a positive effect on the medical students in the intervention group. Practice implications: Further research is warranted to determine whether EI can be a useful measure in medical training, and the concept and measurement of EI requires further development.
Original languageEnglish
Pages (from-to)376-379
JournalPatient Education and Counseling
Volume76
DOIs
Publication statusPublished - Sep 2009

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Emotional Intelligence
Medical Students
Communication
Education
Control Groups
Students
Medical Schools
Self Report
Volunteers
Research

Cite this

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title = "A pilot study assessing emotional intelligence training and communication skills with 3rd year medical students",
abstract = "Objective: To investigate whether emotional intelligence (EI) developmental training workshops can lead to increases with the Bar-On Emotional Quotient (EQ-i) total scores. Methods: A pilot study with a quasi-randomised controlled design was employed with self-report assessments conducted at baseline and post-intervention following a 7-month training programme. Medical students based at a UK-based medical school participated in the study, and 36 volunteer students were recruited to the control group with 50 students randomly assigned to receive the intervention. A total of 34 (68{\%}) students in the intervention group attended the first intervention training workshop, 17 (34{\%}) attended the majority of the monthly development sessions and completed the post-intervention assessment. In the control group only one participant did not complete the followup assessment. Results: The intervention group had significantly higher EQ-i change from baseline mean scores than the control group. The intervention group mean scores had increased across time, whilst the control group mean scores slightly decreased. Conclusion: The EI developmental training workshops had a positive effect on the medical students in the intervention group. Practice implications: Further research is warranted to determine whether EI can be a useful measure in medical training, and the concept and measurement of EI requires further development.",
author = "I Fletcher and Peter leadbetter and I Curran and H O'Sullivan",
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A pilot study assessing emotional intelligence training and communication skills with 3rd year medical students. / Fletcher, I; leadbetter, Peter; Curran, I; O'Sullivan, H.

In: Patient Education and Counseling, Vol. 76, 09.2009, p. 376-379.

Research output: Contribution to journalArticle

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AB - Objective: To investigate whether emotional intelligence (EI) developmental training workshops can lead to increases with the Bar-On Emotional Quotient (EQ-i) total scores. Methods: A pilot study with a quasi-randomised controlled design was employed with self-report assessments conducted at baseline and post-intervention following a 7-month training programme. Medical students based at a UK-based medical school participated in the study, and 36 volunteer students were recruited to the control group with 50 students randomly assigned to receive the intervention. A total of 34 (68%) students in the intervention group attended the first intervention training workshop, 17 (34%) attended the majority of the monthly development sessions and completed the post-intervention assessment. In the control group only one participant did not complete the followup assessment. Results: The intervention group had significantly higher EQ-i change from baseline mean scores than the control group. The intervention group mean scores had increased across time, whilst the control group mean scores slightly decreased. Conclusion: The EI developmental training workshops had a positive effect on the medical students in the intervention group. Practice implications: Further research is warranted to determine whether EI can be a useful measure in medical training, and the concept and measurement of EI requires further development.

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