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Lockdown, Emotional Intelligence, Academic Engagement and Burnout in Pharmacy Students during the Quarantine

The recent appearance and rapid spread of the new SARS-CoV-2 coronavirus meant taking unprecedented measures to control the pandemic, which in Spain forced a state of alarm and a very strict confinement, leading the university system to become virtual online teaching. Taking into account the emotion...

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Autores principales: Moreno-Fernandez, Jorge, Ochoa, Julio J., Lopez-Aliaga, Inmaculada, Alferez, Maria Jose M., Gomez-Guzman, Manuel, Lopez-Ortega, Sagrario, Diaz-Castro, Javier
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7711796/
https://www.ncbi.nlm.nih.gov/pubmed/33105864
http://dx.doi.org/10.3390/pharmacy8040194
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author Moreno-Fernandez, Jorge
Ochoa, Julio J.
Lopez-Aliaga, Inmaculada
Alferez, Maria Jose M.
Gomez-Guzman, Manuel
Lopez-Ortega, Sagrario
Diaz-Castro, Javier
author_facet Moreno-Fernandez, Jorge
Ochoa, Julio J.
Lopez-Aliaga, Inmaculada
Alferez, Maria Jose M.
Gomez-Guzman, Manuel
Lopez-Ortega, Sagrario
Diaz-Castro, Javier
author_sort Moreno-Fernandez, Jorge
collection PubMed
description The recent appearance and rapid spread of the new SARS-CoV-2 coronavirus meant taking unprecedented measures to control the pandemic, which in Spain forced a state of alarm and a very strict confinement, leading the university system to become virtual online teaching. Taking into account the emotional deficiencies originated during the pandemic, among the most powerful tools to achieve engagement along with the identification, control and management of emotions is emotional intelligence (EI). The present study aims to establish the effect of the current confinement on the teaching-learning process and academic performance and the impact of the application of EI on university students. In total, 47 volunteers of the second course of the Degree in Pharmacy of the University of Granada (Spain) took part in this experience. Two temporary periods were established: at the beginning of the confinement period and after teaching several concepts of emotional intelligence online for two months. The Maslach Burnout Inventory-Student Survey Inventory (MBI-SS) and the Spanish version of Utrech Work Engagement Scale-Students (UWES-S) were used to evaluate the intervention. In total, 63.5% of the students presented academic burnout during the confinement before the intervention. After the EI workshops and seminars, only 31.1% presented academic burnout. Before the intervention with the emotional intelligence workshops, 44.6% experienced exhaustion, 41.7% cynicism and 60.3% felt it was ineffective in their academic performance. After the emotional intelligence workshops and seminars, 29.1% experienced exhaustion, 30.1% cynicism and 28.8% felt it was ineffective. The scores achieved after the study of EI in physiology classes led to better levels in all the variables studied. Students managed their adaptive processes more adequately and regulated their emotions better, as they felt less academic burnout and more engaged in their academic activities at the end of the study of EI through physiology.
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spelling pubmed-77117962020-12-04 Lockdown, Emotional Intelligence, Academic Engagement and Burnout in Pharmacy Students during the Quarantine Moreno-Fernandez, Jorge Ochoa, Julio J. Lopez-Aliaga, Inmaculada Alferez, Maria Jose M. Gomez-Guzman, Manuel Lopez-Ortega, Sagrario Diaz-Castro, Javier Pharmacy (Basel) Article The recent appearance and rapid spread of the new SARS-CoV-2 coronavirus meant taking unprecedented measures to control the pandemic, which in Spain forced a state of alarm and a very strict confinement, leading the university system to become virtual online teaching. Taking into account the emotional deficiencies originated during the pandemic, among the most powerful tools to achieve engagement along with the identification, control and management of emotions is emotional intelligence (EI). The present study aims to establish the effect of the current confinement on the teaching-learning process and academic performance and the impact of the application of EI on university students. In total, 47 volunteers of the second course of the Degree in Pharmacy of the University of Granada (Spain) took part in this experience. Two temporary periods were established: at the beginning of the confinement period and after teaching several concepts of emotional intelligence online for two months. The Maslach Burnout Inventory-Student Survey Inventory (MBI-SS) and the Spanish version of Utrech Work Engagement Scale-Students (UWES-S) were used to evaluate the intervention. In total, 63.5% of the students presented academic burnout during the confinement before the intervention. After the EI workshops and seminars, only 31.1% presented academic burnout. Before the intervention with the emotional intelligence workshops, 44.6% experienced exhaustion, 41.7% cynicism and 60.3% felt it was ineffective in their academic performance. After the emotional intelligence workshops and seminars, 29.1% experienced exhaustion, 30.1% cynicism and 28.8% felt it was ineffective. The scores achieved after the study of EI in physiology classes led to better levels in all the variables studied. Students managed their adaptive processes more adequately and regulated their emotions better, as they felt less academic burnout and more engaged in their academic activities at the end of the study of EI through physiology. MDPI 2020-10-22 /pmc/articles/PMC7711796/ /pubmed/33105864 http://dx.doi.org/10.3390/pharmacy8040194 Text en © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Moreno-Fernandez, Jorge
Ochoa, Julio J.
Lopez-Aliaga, Inmaculada
Alferez, Maria Jose M.
Gomez-Guzman, Manuel
Lopez-Ortega, Sagrario
Diaz-Castro, Javier
Lockdown, Emotional Intelligence, Academic Engagement and Burnout in Pharmacy Students during the Quarantine
title Lockdown, Emotional Intelligence, Academic Engagement and Burnout in Pharmacy Students during the Quarantine
title_full Lockdown, Emotional Intelligence, Academic Engagement and Burnout in Pharmacy Students during the Quarantine
title_fullStr Lockdown, Emotional Intelligence, Academic Engagement and Burnout in Pharmacy Students during the Quarantine
title_full_unstemmed Lockdown, Emotional Intelligence, Academic Engagement and Burnout in Pharmacy Students during the Quarantine
title_short Lockdown, Emotional Intelligence, Academic Engagement and Burnout in Pharmacy Students during the Quarantine
title_sort lockdown, emotional intelligence, academic engagement and burnout in pharmacy students during the quarantine
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7711796/
https://www.ncbi.nlm.nih.gov/pubmed/33105864
http://dx.doi.org/10.3390/pharmacy8040194
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