Department of Pharmacology, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka.
Department of Anatomy, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka.
BMC Med Educ. 2020 Dec 9;20(1):496. doi: 10.1186/s12909-020-02404-x.
Emotional intelligence (EI) is thought to play a significant role in professional and academic success. EI is important for medical personnel to cope with highly stressful circumstances during clinical and academic settings. The present prospective follow-up study intends to evaluate the changes in EI and their correlates among medical undergraduates over a five-year period.
Data were collected in 2015 and 2020 at the Faculty of Medicine, University of Colombo, Sri Lanka. EI was assessed using the validated 33-item self-assessment tool, Schutte Self-Report Emotional Intelligence Test (SSEIT). In addition, socio-demographic details, students' involvement in extracurricular-activities during undergraduate life, students' satisfaction regarding the choice of studying medicine and plans to do postgraduate studies were also evaluated. A multiple-regression analysis was conducted among all students using percentage change in EI score as the continuous dependent variable, together with other independent variables (plan to do postgraduate studies, satisfaction in choice of medicine and extracurricular-activities).
Sample size was 170 (response rates-96.6%), with 41.2% males (n = 70). Mean EI scores at baseline among all students was 122.7 ± 11.6, and it had significantly increased at follow-up to 128.9 ± 11.2 (p < 0.001). This significant increase was independently observed in both males (122.1 ± 12.2 vs. 130.0 ± 12.4, p < 0.001) and females (123.1 ± 11.1 vs. 128.2 ± 10.3, p = 0.001). During follow-up, an increase in EI score was observed in students of all religions and ethnicities. Mean EI score also increased in all categories of monthly income, irrespective of the employment status or attainment of higher education of either parent. An increase in mean EI score during follow-up was observed in students irrespective of their engagement in or number of extracurricular-activities, they were involved. In the multiple regression analysis, being satisfied regarding their choice of the medical undergraduate programme (OR:11.75, p = 0.001) was the only significant factor associated with the percentage change in EI score.
EI in this group significantly improved over 5-years of follow-up and was independent of gender, religion, ethnicity, socio-economic parameters and academic performance. Satisfaction in the chosen field was a significant predictor of the overall change in EI. Future studies are needed to identify and measure factors responsible for improvement in EI among medical undergraduates.
情绪智力（EI）被认为在专业和学术成功中起着重要作用。EI 对于医务人员在临床和学术环境中应对高度紧张的情况非常重要。本前瞻性随访研究旨在评估医学生在五年内 EI 的变化及其相关性。
数据于 2015 年和 2020 年在斯里兰卡科伦坡大学医学院收集。使用经过验证的 33 项自我评估工具，Schutte 自我报告情绪智力测验（SSEIT）评估 EI。此外，还评估了社会人口统计学细节、学生在本科期间参与课外活动的情况、学生对选择学医的满意度以及攻读研究生的计划。使用 EI 评分变化的百分比作为连续因变量，对所有学生进行多元回归分析，同时考虑其他自变量（攻读研究生的计划、对学医的选择和课外活动的满意度）。
样本量为 170 名（应答率为 96.6%），其中男性占 41.2%（n=70）。所有学生的基线 EI 平均得分为 122.7±11.6，随访时显著增加至 128.9±11.2（p<0.001）。这种显著增加在男性（122.1±12.2 与 130.0±12.4，p<0.001）和女性（123.1±11.1 与 128.2±10.3，p=0.001）中均独立观察到。随访期间，所有宗教和种族的学生 EI 评分均有所提高。无论父母是否有任何一方的就业状况或接受高等教育，所有月收入类别中平均 EI 评分均有所增加。无论是否参与课外活动或参与的数量如何，学生的平均 EI 评分在随访期间都有所增加。多元回归分析表明，对医学本科课程选择感到满意（OR：11.75，p=0.001）是与 EI 评分变化百分比相关的唯一显著因素。
该组的 EI 在 5 年的随访中显著提高，与性别、宗教、种族、社会经济参数和学业成绩无关。对所选领域的满意度是 EI 总体变化的重要预测因素。需要进一步研究以确定和衡量医学生 EI 提高的原因。
