Omid Athar, Haghani Fariba, Toufan Nahid
Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
BMC Med Educ. 2024 Dec 2;24(1):1404. doi: 10.1186/s12909-024-06349-3.
Clinical teaching is an essential part of medical education and clinical teacher must acquire the necessary competencies to perform such a role. In this regard, there is emphasis on emotional intelligence as an essential competency. The aim of this study was to develop a model for clinical teaching with emotional intelligence based on the experiences of clinical teachers.
A workshop on teaching with emotional intelligence was designed and conducted three times. One month after, a sample of workshop participants (N = 18) was selected through purposive sampling and their experiences of clinical teaching with emotional intelligence were described using focus groups (n = 3) and deductive content analysis.
A model consisting of four themes: preparation and start communication before round, sustained communication during rounds, promotion after the round, and managing social interactions throughout the presence in the ward were presented for describing clinical teachers' experiences.
In this study, a model for using emotional intelligence in clinical setting was extracted. This model can be used in faculty development programs. A suggestion for future research is to examine the effect of using the model on learning outcomes and patient care.
临床教学是医学教育的重要组成部分，临床教师必须具备履行这一角色所需的能力。在这方面，情商被视为一项至关重要的能力。本研究旨在基于临床教师的经验，开发一个具有情商的临床教学模型。
设计并举办了三次关于情商教学的工作坊。一个月后，通过目的抽样选取了工作坊参与者样本（N = 18），并使用焦点小组（n = 3）和演绎性内容分析法描述了他们在具有情商的临床教学中的经验。
提出了一个由四个主题组成的模型，即查房前的准备与开场沟通、查房期间的持续沟通、查房后的促进以及在病房期间对社交互动的管理，以描述临床教师的经验。
在本研究中，提取了一个在临床环境中运用情商的模型。该模型可用于教师发展项目。对未来研究的一个建议是考察使用该模型对学习成果和患者护理的影响。
