Purpose Emotional intelligence is a factor affecting the health of individuals, and happiness is another factor affecting it. Medical students’ health can greatly affect a community’s health due to the important role of medical students in maintaining and improving it. Accordingly, we aimed to study the relationship between emotional intelligence and happiness among the students of the Shiraz Medical School.
Methods This study is an analytical, cross-sectional study. The target population of this study was the medical students who began studying in the medical school and the international branch of Shiraz University of Medical Sciences from September 2014 to September 2017. The sample size was 300 students who were selected by a systematic sampling method. The instruments for collecting information in this study were Oxford Happiness Inventory and Siberia Schering’s Emotional Intelligence Questionnaire. The significance level of the tests was set at 0.05.
Results The mean age of 292 responded participants were 20.73 with standard deviation of ±1.81 emotional intelligence (p<0.001), level of stress (p<0.001), and grade (p=0.03) and type of personality (p<0.001) can explain the changes in the happiness level and they were significant effective factors in the regression modeling.
Conclusion Emotional intelligence was a predictive factor for happiness in medical students. Students with higher emotional intelligence felt healthier. And happiness in extroverted students was higher than introverted ones. It is suggested that the results of this study should be confirmed with prospective studies.
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Purpose The purpose of this study was to identify the causal relationship between emotional intelligence, ego-resilience, coping efficacy, and academic stress.
Methods Participants were 424 medical students from four medical schools in Korea. We examined their emotional intelligence, ego-resilience, coping efficacy, and academic stress using a t-test, an analysis of variance, correlational analysis, and path analysis.
Results First- and second-year students scored higher on academic stress than did those from third- and fourth-year students. Further, coping efficacy mediated the relationships between emotional intelligence, ego-resilience, and academic stress. Academic stress was directly influenced by coping efficacy, and indirectly by emotional intelligence and ego-resilience. This showed that coping efficacy play an important role in academic stress.
Conclusion Our findings may help medical schools design educational programs to improve coping efficacy in students, and to reduce their academic stress.
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PURPOSE The patient-physician interaction (PPI) is a critical part of the clinical encounter. Recent studies have emphasized the importance of the emotional intelligence (EI) of physician in the PPI. Despite emphasizing the EI, previous studies offer limited evidence regarding the effect of a student's EI on the PPI. The purpose of this study is to explore the differences in EI depending on the demographics of medical students and the correlation between EI and PPI scores.
METHODS The sample was 85 fourth-grade medical students.
Prior to taking a 12-station clinical performance examination, the students completed questionnaires on their own perception of the EI, which included 5 domains and 50 items. The tool that was used to assess the level of EI was Moon's modified version of the EI test for adults. We investigated differences in EI depending on the demographics of medical students by ANOVA and noted a correlation between EI and PPI scores by stepwise multiple regression analysis.
RESULTS This study found that females or graduate entry students have higher EI scores and that 25 to 30-year-old students have higher EI scores than aged under 25 years. The PPI scores correlated positively with total EI scores (r=0.32) and 2 subdomains (perception and expression of emotion, r=0.26; empathy, r=0.33). Two subdomains were the best predictors of PPI score (R2=0.171).
CONCLUSION EI correlates significantly with PPI score and affects it. We conclude that EI is a key influence of the PPI. Further research is required to explore whether this is a consistent effect.
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