Department of Physiology, All India Institute of Medical Sciences, Deoghar, Jharkhand, India.
Department of Physiology, Raiganj Government Medical College, Raiganj, West Bengal, India.
Adv Physiol Educ. 2024 Jun 1;48(2):407-413. doi: 10.1152/advan.00258.2023. Epub 2024 Mar 28.
Emotional intelligence (EI) has a positive correlation with the academic performance of medical students. However, why there is a positive correlation needs further exploration. We hypothesized that the capability of answering higher-order knowledge questions (HOQs) is higher in students with higher EI. Hence, we assessed the correlation between EI and the capability of medical students to answer HOQs in physiology. First-year undergraduate medical students ( = 124) from an Indian medical college were recruited as a convenient sample. EI was assessed by the Schutte Self-Report Emotional Intelligence Test (SSEIT), a 33-item self-administered validated questionnaire. A specially designed objective examination with 15 lower-order and 15 higher-order multiple-choice questions was conducted. The correlation between the examination score and the EI score was tested by Pearson's correlation coefficient. Data from 92 students (33 females and 59 males) with a mean age of 20.14 ± 1.87 yr were analyzed. Overall, students got a percentage of 53.37 ± 14.07 in the examination, with 24.46 ± 9.1 in HOQs and 28.91 ± 6.58 in lower-order knowledge questions (LOQs). They had a mean score of 109.58 ± 46.2 in SSEIT. The correlation coefficient of SSEIT score with total marks was = 0.29 ( = 0.0037), with HOQs was = 0.41 ( < 0.0001), and with LOQs was = 0.14 ( = 0.19). Hence, there is a positive correlation between EI and the capability of medical students to answer HOQs in physiology. This study may be the foundation for further exploration of the capability of answering HOQs in other subjects. This study assessed the correlation between emotional intelligence (EI) and the capability of medical students to answer higher-order knowledge questions (HOQs) in the specific context of physiology. The finding reveals one of the multifaceted dimensions of the relationship between EI and academic performance. This novel perspective opens the door to further investigations to explore the relationship in other subjects and other dimensions to understand why students with higher EI have higher academic performance.
情绪智力（EI）与医学生的学业成绩呈正相关。然而，为什么会有这种正相关关系还需要进一步探索。我们假设，EI 较高的学生回答高阶知识问题（HOQs）的能力更高。因此，我们评估了 EI 与医学生在生理学中回答 HOQs 能力之间的相关性。我们从印度一所医学院招募了 124 名一年级本科医学生作为方便样本。EI 通过 Schutte 自我报告情绪智力测试（SSEIT）进行评估，这是一个 33 项自我管理的经过验证的问卷。进行了一项特别设计的客观考试，其中包含 15 个低阶和 15 个高阶多项选择题。通过皮尔逊相关系数检验考试成绩与 EI 得分之间的相关性。对 92 名学生（33 名女性和 59 名男性）的数据进行了分析，平均年龄为 20.14±1.87 岁。总体而言，学生在考试中获得了 53.37%±14.07%的成绩，其中 HOQs 为 24.46%±9.1%，LOQs 为 28.91%±6.58%。他们在 SSEIT 中的平均得分为 109.58%±46.2。SSEIT 得分与总分数的相关系数为 = 0.29（ = 0.0037），与 HOQs 的相关系数为 = 0.41（ < 0.0001），与 LOQs 的相关系数为 = 0.14（ = 0.19）。因此，EI 与医学生在生理学中回答 HOQs 的能力之间存在正相关关系。这项研究可能是进一步探索在其他科目中回答 HOQs 能力的基础。本研究评估了情绪智力（EI）与医学生在生理学中回答高阶知识问题（HOQs）能力之间的相关性。研究结果揭示了 EI 与学业成绩之间关系的一个多方面维度。这一新颖的视角为进一步研究在其他科目和其他维度中探索这种关系打开了大门，以了解为什么 EI 较高的学生有更高的学业成绩。
