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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...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Dove
2023
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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. |
format | Online Article Text |
id | pubmed-10674568 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Dove |
record_format | MEDLINE/PubMed |
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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