TY - JOUR
T1 - A pilot study assessing emotional intelligence training and communication skills with 3rd year medical students
AU - Fletcher, I
AU - leadbetter, Peter
AU - Curran, I
AU - O'Sullivan, H
PY - 2009/9
Y1 - 2009/9
N2 - 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.
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.
U2 - 10.1016/j.pec.2009.07.019
DO - 10.1016/j.pec.2009.07.019
M3 - Article (journal)
SN - 0738-3991
VL - 76
SP - 376
EP - 379
JO - Patient Education and Counseling
JF - Patient Education and Counseling
ER -