Associate Dean for Dental Sciences Education, College of Dental Medicine, Western University of Health Sciences, Pomona, California, USA.
College of Dental Medicine, Western University of Health Sciences, Pomona, California, USA.
J Dent Educ. 2023 Dec;87(12):1692-1704. doi: 10.1002/jdd.13364. Epub 2023 Aug 31.
PURPOSE/OBJECTIVES: Emotional intelligence (EI) supports the clinical and social competencies of a practicing dentist. Reuven Bar-On's EI model is an array of inter-related emotional and social competencies, skills, and behaviors, which consist of five key domains: Self-Perception, Self-Expression, Interpersonal, Decision Making, and Stress Management, and associated with the domains are 15 emotional quotient (EQ) subskills. This study measured the impact of COVID-19 on dental students' EI by comparing measures pre-COVID-19 and during COVID-19 matriculation.
This retrospective longitudinal study measured EI with the EQ-i 2.0 for higher education. Dental students completed an EQ-i 2.0 assessment (Attempt) at the beginning of matriculation, at the mid-point, and prior to graduation. Ten groups were included, of which the first three completed matriculation prior to the pandemic and the remaining seven matriculated during timeframes intersecting at different times during the pandemic. A paired t-test dependent sample of means (p ≤ 0.05) compared EQ scores for each attempt for all groups. The study compared means for three EQ attempts with the t-test independent sample of means (p ≤ 0.05) for cohorts matriculating pre-COVID-19 and during COVID-19.
The pre-COVID-19 groups showed significant increases in EQ with each subsequent attempt. COVID-19-impacted groups demonstrated significant increase in Stress Tolerance and significant decreases, most notably in the domains of Interpersonal and Self-Perception, and subscales of Optimism and Happiness.
CONCLUSION(S): COVID-19-related stressors impacted dental students' EI as multiple EI areas declined significantly. Dental educators should minimize organizational stressors and support EI during years 2 and 3 of matriculation.
目的/目标：情绪智力（EI）支持执业牙医的临床和社交能力。鲁文·巴龙的 EI 模型是一系列相互关联的情绪和社交能力、技能和行为，由五个关键领域组成：自我感知、自我表达、人际关系、决策和压力管理，与这些领域相关的是 15 个情商（EQ）子技能。本研究通过比较 COVID-19 前和 COVID-19 入学期间的测量结果，来衡量 COVID-19 对牙科学生 EI 的影响。
本回顾性纵向研究使用 EQ-i 2.0 高等教育版来衡量 EI。牙科学生在入学开始时、中期和毕业前完成了 EQ-i 2.0 评估（尝试）。共纳入了 10 个小组，其中前三个小组在大流行前完成了入学，其余七个小组在大流行期间的不同时间段入学。采用配对样本均值的 t 检验（p≤0.05）比较了所有组在每个尝试中的 EQ 分数。该研究还使用独立样本均值的 t 检验（p≤0.05）比较了在 COVID-19 前和 COVID-19 期间入学的两组的三个 EQ 尝试的平均值。
COVID-19 前的小组在每次后续尝试中 EQ 都有显著提高。受 COVID-19 影响的小组在压力容忍度方面表现出显著提高，在人际关系和自我感知领域以及乐观和幸福感子量表方面显著下降。
与 COVID-19 相关的压力源对牙科学生的 EI 产生了影响，因为多个 EI 领域显著下降。牙科教育者应在入学的第 2 年和第 3 年减少组织压力源并支持 EI。
