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Altered Emotional Intelligence through a Health Disparity Curriculum: Early Results

机译：通过健康差异课程改变情绪智能：早期结果

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Introduction. Emotional intelligence (EI) interests medical schools as a predictive factor in their graduates' clinical success. Historically black college and university (HBCU) academic health centers produce professionals to address health disparities. This preliminary study evaluated a health disparity reduction curriculum's effect on EI. Methods. Thirty-one undergraduates participating in a Meharry Medical College health disparity reduction program voluntarily self-reported demographic and EI data before and after service-learning training. Results. Paired sample t-test results demonstrated significant improvement in EI subscales of total score (p =.004), self-awareness (p=.001), self-confidence (p=.007), self-control (p=.041), motivation (p=.020), and social competence (p=.036). Multiple linear analyses confirmed African American race significantly predicted EI-Motivation (F [1,29] = 5.858, p =.022). Conclusions. These preliminary data support a beneficial effect in African Americans of a health disparity curriculum to improve EI, particularly the relevance of race to motivation. Future research should examine EI in HBCU medical school students.
机译：介绍。情商（EI）利益医学院作为毕业生临床成功的预测因素。历史上黑人学院和大学（HBCU）学术保健中心制作专业人员来解决健康差异。该初步研究评估了对EI对ei的健康差异减少课程的影响。方法。三十一位本科生参加了Meharry医学院健康差别减少计划，自愿自我报告的人口统计学和ei数据在服务学习培训之前和之后。结果。配对样本T检验结果表明EI分量的ei分量的显着改善（p = .004），自我意识（p = .001），自信（p = .007），自控制（p = .041 ），动机（p = .020）和社会能力（p = .036）。多种线性分析证实非洲裔美国人群显着预测了EI-Temivation（F [1,29] = 5.858，P = .022）。结论。这些初步数据支持卫生差异课程的非裔美国人的有益效果，以改善EI，特别是竞争的竞争相关性。未来的研究应该在HBCU医学院学生审查EI。

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