Jahan Shah Saif, Nerali Jayashri Tamanna, Parsa Ali Davod, Kabir Russell
Faculty of Health, Education, Medicine and Social Care, School of Allied Health, Anglia Ruskin University, Chelmsford CM1 1SQ, UK.
General Dentistry, Penang International Dental College, Butterworth 12000, Malaysia.
Dent J (Basel). 2022 Apr 7;10(4):67. doi: 10.3390/dj10040067.
Numerous studies have been conducted to explicate the scope of emotional intelligence in educational success and coping with stress in different academic sectors, but very few have been conducted with dental students. This scoping review aimed to ascertain the role of emotional intelligence in academic performance and stress factors among dental students.
All publications in the English language between 2001 and 2020 were retrieved employing MeSh keywords. Academic resources such as Pubmed, Pubmed Central, EMBASE, Web of Science, EBSCO-Host, Cochrane, PROSPERO, and ARU E-library were comprehensively searched for empirical research. One thousand, three hundred and fifty-nine papers were screened according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards for inclusion and exclusion criteria. These publications were then evaluated further by deleting duplicates, examining full-text articles, and conducting an abstract assessment. This review included a critical appraisal of 24 articles.
The narrative analysis method was applied to evaluate the data retrieved from publications regarding EI, academic performance, and stress factors. The review found that EI had a greater impact on the educational success of dental students throughout their clinical years. Moreover, EI may be a key tool in coping with stress and negative emotions. Higher EI scores were shown to be associated with better performance in organizational and leadership abilities, which are important for career advancement.
The review suggested including EI training in the dental curriculum. Furthermore, EI should be used as a selection criterion for admission to dental education.
已有大量研究探讨了情商在教育成功及不同学术领域应对压力方面的作用范围，但针对牙科学生的研究却很少。本综述旨在确定情商在牙科学生学业成绩和压力因素中的作用。
使用医学主题词（MeSh）检索2001年至2020年间所有英文出版物。全面检索了诸如PubMed、PubMed Central、EMBASE、科学网、EBSCO-Host、Cochrane、PROSPERO和安格利亚鲁斯金大学电子图书馆等学术资源，以查找实证研究。根据系统评价和Meta分析的首选报告项目（PRISMA）标准对纳入和排除标准，筛选了1359篇论文。然后通过删除重复项、审查全文文章和进行摘要评估对这些出版物进行进一步评估。本综述对24篇文章进行了批判性评价。
采用叙述性分析方法评估从关于情商、学业成绩和压力因素的出版物中检索到的数据。综述发现，情商在牙科学生临床学习期间对其教育成功有更大影响。此外，情商可能是应对压力和负面情绪的关键工具。较高的情商得分与组织和领导能力方面的更好表现相关，而这些能力对职业发展很重要。
该综述建议在牙科课程中纳入情商培训。此外，情商应作为牙科教育入学的选拔标准。
