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首页> 外文期刊>Journal of Clinical and Diagnostic Research >Emotional Intelligence Assessment in Undergraduate Medical Students: A Cross-sectional Study
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Emotional Intelligence Assessment in Undergraduate Medical Students: A Cross-sectional Study

机译：本科医学院中的情绪智力评估：横断面研究

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In 21st century, Physicians has to deal with both technical and emotional component associated with doctor patient relationship, technical aspects are taught but emotional aspects are not taught.Aim: To evaluate Emotional Intelligence (EI) in undergraduate medical students of different academic years.Materials and Methods: A cross-sectional study was conducted on 200 undergraduate medical students from medical college and tertiary care hospital for two years from January 2018 to February 2020.Demographic information was collected on separate annexure.EI in the study was assessed using emotional quotient self-assessment checklist devised by Sterrett.The validity and reliability of the questionnaire was tested.Emotional quotient self-assessment checklist consists of 30 statements, five each for the six areas.Each question was based on a 5-point Likert scale scoring from 1 to 5 (virtually never=1 to virtually always=5).Results: Out of 200 students, only 16 (8%) could correctly describe about EI.Out of total, 89 (44.5%) felt EI very important, 92 (46%) students felt important while 185 (92.5%) students desired to learn about EI.The EI score in Ist year MBBS was 103.45±13.73 which increased in IInd year MBBS (108.02±12.2) and had statistically significant increase in IIIrd year (111.74±13.86) and IVth year (115.02±14.79).Empathy and motivation were the EI components that decreased from Ist year MBBS to IVth year.Empathy component negatively correlated with social competency component.Conclusion: Emotional Intelligence (EI) has become a crucial element to be inculcated in a competency based curriculum for all academic years.There is a need of EI training in medical curriculum.
机译：在21世纪，医生必须处理与医生关系相关的技术和情感组成部分，教授技术方面，但没有教授情绪化方面.Aum：评估大学生医学生的情绪智力（EI）。方法：从2018年1月至2月20日从医学院和高等教育医院到200年的200年的200年的本科医学院进行了横断面研究。在单独的附件中收集了德语信息。在研究中，使用情感商品进行评估-Assessment由Sterrett设计的清单。测试问卷的有效性和可靠性是测试的。传递商品自我评估清单由30个陈述组成，每个六个区域都有五个陈述。在六个领域的每个陈述.ECH中的问题是基于5分李克特比分从1到5（实际上从不= 1到几乎总是= 5）。结果：在200名学生中，只有16（8％）可以正确描述ab总数总计，89（44.5％）感觉ei非常重要，92名（46％）学生感到很重要，而185（92.5％）学生所希望学习EI。IS年度MBB的EI得分为103.45±13.73 ININD年MBB（108.02±12.2）增加，IIRD年度（111.74±13.86）和IVTH年份（115.02±14.79）.EI，动机是从IST年的MBBS减少到IVTH年度的EI组件.MPALTY组件与社会能力组成部分负相关。结论：情绪智力（EI）已成为所有学术课程的能力课程中灌输的重要因素。需要在医疗课程中培训EI培训。

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