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Emotional Intelligence and Resilience “PROGRAM” Improves Wellbeing and Stress Management Skills in Preclinical Medical Students

PURPOSE: The purpose of this study was to determine if implementation of a new educational curriculum focusing on Emotional Intelligence (EI) and Resilience improved second year medical student scores in these areas. METHODS: Our EI-Resilience curriculum was offered as an elective for second year me...

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Autores principales: Versel, Julia L, Plezia, Alexandra, Jennings, Lauren, Sontag-Milobsky, Isaac, Adams, William, Shahid, Ramzan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Dove 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10674568/
https://www.ncbi.nlm.nih.gov/pubmed/38028369
http://dx.doi.org/10.2147/AMEP.S437053
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author Versel, Julia L
Plezia, Alexandra
Jennings, Lauren
Sontag-Milobsky, Isaac
Adams, William
Shahid, Ramzan
author_facet Versel, Julia L
Plezia, Alexandra
Jennings, Lauren
Sontag-Milobsky, Isaac
Adams, William
Shahid, Ramzan
author_sort Versel, Julia L
collection PubMed
description PURPOSE: The purpose of this study was to determine if implementation of a new educational curriculum focusing on Emotional Intelligence (EI) and Resilience improved second year medical student scores in these areas. METHODS: Our EI-Resilience curriculum was offered as an elective for second year medical students to voluntarily enroll in. The elective consisted of six 2-hour sessions taught by a single faculty member over eight months. Sessions focused on development of EI skills and teaching a Resilience “PROGRAM” (Positive thinking, Reframing, Optimism, Gratitude, Reflection, Altruism, Meaning). Participants’ EI levels were assessed before and after the elective using the Bar-On Emotional Quotient Inventory 2.0 (EQ-i 2.0). RESULTS: Over a period of 2 years, 70 students participated in the elective. The overall mean EI score significantly improved after the educational elective (100.05 ± 12.94 versus 108.14 ±12.36, p < 0.001). Compared to the baseline scores, there was significant improvement in all EI components, including all five composite scales, all fifteen content subscales, and the well-being score (all p < 0.05). In a post-intervention survey assessing student perception of the elective, most students found the elective to be helpful (95%, 64/67), most students felt the elective should continue to be available for future students (95%, 64/67), and most would recommend the elective to other students (93%, 62/67). CONCLUSION: An EI-Resilience curriculum offered as an elective to second year medical students was well received by students. Our outcomes showed significant improvement in students’ EI scores and all sub-scores, including all components of the stress management composite and well-being score. Teaching EI skills and Resilience strategies in the preclinical setting might be an opportune time for this type of educational intervention.
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spelling pubmed-106745682023-11-20 Emotional Intelligence and Resilience “PROGRAM” Improves Wellbeing and Stress Management Skills in Preclinical Medical Students Versel, Julia L Plezia, Alexandra Jennings, Lauren Sontag-Milobsky, Isaac Adams, William Shahid, Ramzan Adv Med Educ Pract Original Research PURPOSE: The purpose of this study was to determine if implementation of a new educational curriculum focusing on Emotional Intelligence (EI) and Resilience improved second year medical student scores in these areas. METHODS: Our EI-Resilience curriculum was offered as an elective for second year medical students to voluntarily enroll in. The elective consisted of six 2-hour sessions taught by a single faculty member over eight months. Sessions focused on development of EI skills and teaching a Resilience “PROGRAM” (Positive thinking, Reframing, Optimism, Gratitude, Reflection, Altruism, Meaning). Participants’ EI levels were assessed before and after the elective using the Bar-On Emotional Quotient Inventory 2.0 (EQ-i 2.0). RESULTS: Over a period of 2 years, 70 students participated in the elective. The overall mean EI score significantly improved after the educational elective (100.05 ± 12.94 versus 108.14 ±12.36, p < 0.001). Compared to the baseline scores, there was significant improvement in all EI components, including all five composite scales, all fifteen content subscales, and the well-being score (all p < 0.05). In a post-intervention survey assessing student perception of the elective, most students found the elective to be helpful (95%, 64/67), most students felt the elective should continue to be available for future students (95%, 64/67), and most would recommend the elective to other students (93%, 62/67). CONCLUSION: An EI-Resilience curriculum offered as an elective to second year medical students was well received by students. Our outcomes showed significant improvement in students’ EI scores and all sub-scores, including all components of the stress management composite and well-being score. Teaching EI skills and Resilience strategies in the preclinical setting might be an opportune time for this type of educational intervention. Dove 2023-11-20 /pmc/articles/PMC10674568/ /pubmed/38028369 http://dx.doi.org/10.2147/AMEP.S437053 Text en © 2023 Versel et al. https://creativecommons.org/licenses/by-nc/3.0/This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/ (https://creativecommons.org/licenses/by-nc/3.0/) ). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php).
spellingShingle Original Research
Versel, Julia L
Plezia, Alexandra
Jennings, Lauren
Sontag-Milobsky, Isaac
Adams, William
Shahid, Ramzan
Emotional Intelligence and Resilience “PROGRAM” Improves Wellbeing and Stress Management Skills in Preclinical Medical Students
title Emotional Intelligence and Resilience “PROGRAM” Improves Wellbeing and Stress Management Skills in Preclinical Medical Students
title_full Emotional Intelligence and Resilience “PROGRAM” Improves Wellbeing and Stress Management Skills in Preclinical Medical Students
title_fullStr Emotional Intelligence and Resilience “PROGRAM” Improves Wellbeing and Stress Management Skills in Preclinical Medical Students
title_full_unstemmed Emotional Intelligence and Resilience “PROGRAM” Improves Wellbeing and Stress Management Skills in Preclinical Medical Students
title_short Emotional Intelligence and Resilience “PROGRAM” Improves Wellbeing and Stress Management Skills in Preclinical Medical Students
title_sort emotional intelligence and resilience “program” improves wellbeing and stress management skills in preclinical medical students
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10674568/
https://www.ncbi.nlm.nih.gov/pubmed/38028369
http://dx.doi.org/10.2147/AMEP.S437053
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