Association Between Dental Students’ Emotional Intelligence and Academic Performance: A Study at Six Dental Colleges in India

Emotional intelligence as a predictor of conflict management styles among dental hygiene students

INTRODUCTION

In dental hygiene education, a combination of ethics and professionalism, critical thinking, and problem-solving skills are utilized while managing conflict in academic settings, especially in academic clinical patient care settings. Limited evidence exists in determining whether emotional intelligence is related to conflict management styles (CMS).

PURPOSE

The purpose of this study was to determine whether relationships exist between emotional intelligence and CMS among undergraduate dental hygiene students.

METHODS

This quantitative cross-sectional survey research study involved a non-probabilistic sample of undergraduate dental hygiene students in the Western United States. The survey instrument consisted of three parts: 1. The Rahim Organizational Conflict Inventory-II (ROCI-II) included 28 questions measuring 5 CMS; 2. The Emotional Quotient Self-Assessment Checklist (EQSAC) included 30 questions measuring 6 domains of emotional intelligence (EI); and 3. Demographic questions. The data were analysed using descriptive statistics, correlational statistics and multiple linear regression.

RESULTS

The responses from 92 participants were analysed. Most dental hygiene participants had EI scores in the moderate range and mainly used the collaborative and compromising CMS. Total EI scores were significant predictors of collaborative, compromising, accommodating and competing CMS.

CONCLUSION

Improving EI scores may contribute to the increased use of the collaborative and compromising CMS in dental hygiene education.

Mind Matters: Exploring the Intersection of Psychological Factors and Cognitive Abilities of University Students by Using ANN Model

Purpose

While previous studies have suggested close association of psychological variables of students withtheir higher-order cognitive abilities, such studies have largely been lacking for third world countries like India, with their unique socio-economic-cultural set of challenges. We aimed to investigate the relationship between psychological variables (depression, anxiety and stress) and cognitive functions among Indian students, and to predict cognitive performance as a function of these variables.

Patients and Methods

Four hundred and thirteen university students were systematically selected using purposive sampling. Widely used and validated offline questionnaires were used to assess their psychological and cognitive statuses. Correlational analyses were conducted to examine the associations between these variables. An Artificial Neural Network (ANN) model was applied to predict cognitive levels based on the scores of psychological variables.

Results

Correlational analyses revealed negative correlations between emotional distress and cognitive functioning. Principal Component Analysis (PCA) reduced the dimensionality of the input data, effectively capturing the variance with fewer features. The feature weight analysis indicated a balanced contribution of each mental health symptom, with particular emphasis on one of the symptoms. The ANN model demonstrated moderate predictive performance, explaining a portion of the variance in cognitive levels based on the psychological variables.

Conclusion

The study confirms significant associations between emotional statuses of university students with their cognitive abilities. Specifically, we provide evidence for the first time that in Indian students, self-reported higher levels of stress, anxiety, and depression are linked to lower performance in cognitive tests. The application of PCA and feature weight analysis provided deeper insights into the structure of the predictive model. Notably, use of the ANN model provided insights into predicting these cognitive domains as a function of the emotional attributes. Our results emphasize the importance of addressing mental health concerns and implementing interventions for the enhancement of cognitive functions in university students.

Empathy, emotional intelligence and interprofessional skills in healthcare education

According to the World Health Organization (WHO), health professionals maintain the health of citizens through evidence-based medicine and caring. Students enroled in health professional programmes are required to have successfully attained all core learning outcomes by reaching key milestones throughout the course of their studies, demonstrating they have developed the required graduate skills and attributes upon completion of the programme. While some of the knowledge, skills and competencies that make up these learning outcomes are very discipline specific, there are more general professional skills across all disciplines which are difficult to define, such as empathy, emotional intelligence and interprofessional skills. These are at the heart of all health professional programmes that once defined, can be mapped through curricula and further evaluated. Literature will be presented on these three professional skills: empathy, emotional intelligence, and interprofessional skills, based on studies that focussed primarily in health professional programmes and highlight some of the key findings and issues at undergraduate and postgraduate levels. The paper will present the need for these skills to be defined and then mapped through curricula so that students are better supported in their professional development. Empathy, emotional intelligence and interprofessional skills transcend the discipline specific skills and as such it is important that all educators consider how best these may be fostered. Efforts should also be made to further the integration of these professional skills within curricula to produce health professionals with an enhanced focus on person-centred care.

Procedure Time and Students’ Perception Comparing Full Arch Digital Scans with Conventional Impressions: A Cross-Over Randomized Experimental Trial

Methods

Ninety-six dental students each prepared tooth #36 for an all-ceramic crown on typodont models and were then randomly assigned into either group A: performed digital scan first, or Group B: performed conventional impression first. Procedure time was recorded for both. Immediately following each procedure, students indicated their perceived procedure difficulty. After exposure to both techniques, they selected their preferred one.

Results

There was a statistically significant difference between the mean procedure time of both techniques (P < 0.0001), where students spent 663.76 ± 442.50 seconds to complete the conventional impression and 293.32 ± 181.49 seconds to complete the digital scan. Females were significantly faster in completing the conventional impression compared to males. On the contrary, male students were faster in digital scanning than female students. There were no carryover effects in the duration and the initially performed procedure. 76% (73 of 96) of participants preferred digital scanning with no statistical significance shown between the preferred and initially performed procedure. Participants perceived conventional impressions to be more difficult than digital scans. There was a weak positive correlation between the VAS score and the procedure time for the digital technique (R = 0.25) and a moderate positive correlation for the conventional technique (R = 0.45).

Conclusions

The digital technique was preferred and perceived as easier than the conventional among undergraduate dental students with no impression-making experience, suggesting their readiness for new technology uptake. However, no significant correlation was found between the initially performed procedure and preference.

Perception of educational environment with an assessment of motivational learning strategies and emotional intelligence as factors affecting medical students' academic achievement

BACKGROUND

This study aimed to investigate how medical students perceive their educational environment, as well as the implications of motivation, learning strategies, and the factor of emotional intelligence on academic achievement.

MATERIALS AND METHODS

In a cross-sectional study, 3384 undergraduate students were recruited from randomly selected Egyptian medical colleges. Students from second to final year, taking fundamental and clinical courses and, at a minimum, three professional exams, were enrolled and subjected to the Dundee Ready Educational Environment Measure scale, the Motivated Strategies for Learning Questionnaire, and Emotional intelligence questionnaire.

RESULTS

The overall mean age of the studied students was 21.42 ± 1.61 years. Females represented 63.5%, rural residents were 52.2% and students with enough income represented 88.0%. The traditional system adopted 28.4% of the students versus 71.6% in the integrated system. Linear regression using path analysis was conducted to study the predictors of academic achievement, and it revealed that motivation was the highly significant predictor of academic achievement (β = 2.68, CI95%:2.35-3.05, P < 0.001), followed by learning (β = 1.09, CI95%:0.80-1.41, P < 0.001), emotional intelligence (β = 0.92, CI95%:0.87-0.97, P < 0.001), and the educational environment (β = 0.14, CI95%:0.13-0.15, P < 0.001).

CONCLUSION

The study's findings have implications for medical educators trying to understand the personal factors that influence learning and performance in medical school. Students' motivation was the highly significant predictor of academic achievement followed by learning, emotional intelligence, and educational environment. Perception of the learning environment had improved because of the integrated student-centered system, which fosters motivation and emotional intelligence. To improve learners' EI, optimal learning, and educational outcomes, the EI components can be taught and fostered.

Exploring the Association between Emotional Intelligence and Academic Performance and Stress Factors among Dental Students: A Scoping Review

Background: 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. Methods: 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. Results: 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. Conclusion: The review suggested including EI training in the dental curriculum. Furthermore, EI should be used as a selection criterion for admission to dental education.

Academic Performance and Emotional Intelligence with Age and Gender as Moderators: A Meta-analysis

Emotional intelligence has been considered an important construct by schools and universities because of its theoretical importance and practical implications. Considerable resources and time have been spent by the educational institutions to develop the emotional skills of their students. The present meta-analysis aimed at studying the relationship of emotional intelligence, including its three theoretical models, with academic performance while accounting for age and gender as moderators. "Robumeta" package was used for the meta-analysis of multilevel random effects with robust variance estimation (RVE) in R version 4.0.3. Effect sizes were calculated and meta-regression analysis with RVE was used to assess the relationship with the moderator variables. A positive and significant overall relationship was found between emotional intelligence and academic performance (ρ = 0.19). The moderating effect of emotional intelligence with gender streams on emotional intelligence and academic performance's relationship was examined through meta-regression with robust variance estimation and sub-group analyses. Whereas the relationship between emotional intelligence and academic performance was not found to be moderated by age, it was found to be partially mediated by gender.

Assessing grit as a potential additional domain for dental students' selection

BACKGROUND

Unhappiness, stress, and burnout will often lead to low academic performance among dental students. Perseverance and passion for long-term goal, known as grit, could overcome these despondent emotions. Our Study is looking at whether grit should be added as another domain during the interview process. The main objective of this study was to determine the association between grit and happiness among Universiti Teknologi MARA (UiTM) dental students. In addition to that, the prevalence of gritty and happy dental students in UiTM was also determined and compared across the years of study.

METHODS

This was a cross-sectional study. Validated Short Grit Scale (Grit-S) and Pemberton Happiness Index (PHI) were distributed to all 409 undergraduate dental students in Faculty of Dentistry, UiTM through their class representatives. Scores for both grit and happiness were calculated according to their instruction manual. Data were analyzed using SPSS Version 25 by descriptive analysis, one-way ANOVA, independent t-test, Pearson's correlation, and linear regression.

RESULT

Two hundred sixty-six students returned the answered questionnaires, yielding a response rate of 65%. Prevalence of gritty and happy UiTM dental students was found to be at 79% and 41%, respectively. There was a significant positive fair linear correlation between grit and happiness among dental students (r = 0.225, p < 0.001). A significantly higher happiness score is observed among gritty student (p < 0.001).

CONCLUSION

While this study demonstrated high prevalence of grit, prevalence of happiness among UiTM dental students was low. Higher grit score had a positive impact on happiness score among dental students in UiTM. For this reason, grit may be considered as an additional element in selecting upcoming dental students.

Temporal changes in emotional intelligence (EI) among medical undergraduates: a 5-year follow up study

BACKGROUND

Emotional intelligence (EI) is thought to play a significant role in professional and academic success. EI is important for medical personnel to cope with highly stressful circumstances during clinical and academic settings. The present prospective follow-up study intends to evaluate the changes in EI and their correlates among medical undergraduates over a five-year period.

METHODS

Data were collected in 2015 and 2020 at the Faculty of Medicine, University of Colombo, Sri Lanka. EI was assessed using the validated 33-item self-assessment tool, Schutte Self-Report Emotional Intelligence Test (SSEIT). In addition, socio-demographic details, students' involvement in extracurricular-activities during undergraduate life, students' satisfaction regarding the choice of studying medicine and plans to do postgraduate studies were also evaluated. A multiple-regression analysis was conducted among all students using percentage change in EI score as the continuous dependent variable, together with other independent variables (plan to do postgraduate studies, satisfaction in choice of medicine and extracurricular-activities).

RESULTS

Sample size was 170 (response rates-96.6%), with 41.2% males (n = 70). Mean EI scores at baseline among all students was 122.7 ± 11.6, and it had significantly increased at follow-up to 128.9 ± 11.2 (p <  0.001). This significant increase was independently observed in both males (122.1 ± 12.2 vs. 130.0 ± 12.4, p <  0.001) and females (123.1 ± 11.1 vs. 128.2 ± 10.3, p = 0.001). During follow-up, an increase in EI score was observed in students of all religions and ethnicities. Mean EI score also increased in all categories of monthly income, irrespective of the employment status or attainment of higher education of either parent. An increase in mean EI score during follow-up was observed in students irrespective of their engagement in or number of extracurricular-activities, they were involved. In the multiple regression analysis, being satisfied regarding their choice of the medical undergraduate programme (OR:11.75, p = 0.001) was the only significant factor associated with the percentage change in EI score.

CONCLUSION

EI in this group significantly improved over 5-years of follow-up and was independent of gender, religion, ethnicity, socio-economic parameters and academic performance. Satisfaction in the chosen field was a significant predictor of the overall change in EI. Future studies are  needed to identify and measure factors responsible for improvement in EI among medical undergraduates.

Emotional intelligence and perceived stress among undergraduate students of arts and science colleges in Puducherry, India: A cross-sectional study

Background

The concept of emotional intelligence has gained great popularity in the last few decades. With significant rise in stress and other emotional disturbances among students, it becomes necessary to determine whether high emotional intelligence could help manage perceived stress better. This study aims to assess emotional intelligence and perceived stress among undergraduate students of Arts and Science colleges, to determine the association of emotional intelligence with perceived stress, academic performance, and selected socio-demographic factors.

Methods and Material

Using multistage sampling, 720 students aged 18 years and above were selected from four colleges in Puducherry. Emotional intelligence and perceived stress were assessed using standard self-administered questionnaires "The Schutte Self-Report Emotional Intelligence Test (SEIT)" and "Perceived Stress Scale (PSS-14)," respectively.

Results

The median (IQR) Emotional Intelligence score and Perceived Stress score were 127 (114-137) and 43 (39-47), respectively. The study was not able to establish a significant association between emotional intelligence and perceived stress. A weak significant correlation existed between emotional intelligence and academic performance. Multiple variable analysis revealed gender, year of study, volunteering with youth organizations, and mother's occupation to be significantly associated with emotional intelligence (p < 0.05).

Conclusions

Women, final year students and those who volunteered with youth organizations had higher emotional intelligence. Children of mothers who were employed in knowledge-intensive occupations were more emotionally intelligent. Academic performance had a weak positive significant correlation with emotional intelligence.

Association between emotional intelligence and professionalism among dental hygiene students

INTRODUCTION

Emotional intelligence (EI) includes the ability to evaluate and govern the emotions of oneself and others. Limited evidence exists in determining whether EI is related to professionalism.

PURPOSE

The purpose of this study was to determine whether relationships exist between EI and professionalism among undergraduate dental hygiene students.

METHODS

Using a quantitative cross-sectional survey research design, the study instrument consisted of 3 parts: (1) The Emotional Quotient Self-Assessment Checklist (EQSAC) included 30 questions measuring 6 domains of EI; (2) The Patient Management and Professionalism Scale (PMPS) included 10 questions measuring 5 domains of professionalism; and (3) Demographic questions. Descriptive statistics, correlational statistics, and multiple linear regression were used to analyze the data.

RESULTS

The responses from 49 participants were used, which represented a response rate of 80.3%. Most undergraduate dental hygiene student participants had EI and professionalism scores in the moderate range. Total EI scores were significant predictors of total professionalism scores (P < 0.001) and EI domain scores were found to be significant predictors of professionalism domain scores (P < 0.01).

CONCLUSION

Since EI was found to be a predictor of professionalism, improving EI levels may bolster the development of professionalism among undergraduate dental hygiene students. Further research should utilize a larger population of dental hygiene students across multiple institutions.

Relationship between emotional intelligence and professionalism among second-year dental students

INTRODUCTION

Emotional intelligence (EI) refers to a person's ability to evaluate and manage their personal emotions and the ability to respond appropriately to the emotions of others. Limited evidence exists regarding whether EI is related to professionalism.

PURPOSE

The purpose of this study was to evaluate for relationships between EI and professionalism among second-year dental students.

METHODS

Using a quantitative cross-sectional research design, the study instrument consisted of 3 parts: (1) The Emotional Quotient Self-Assessment Checklist (EQSAC), including 30 questions comprising 6 domains that measured EI; (2) The Patient Management and Professionalism Scale (PMPS), including 10 questions comprising 5 domains that measured professionalism; and (3) Demographic questions.

RESULTS

The response rate was 99.2% (n = 117) of second-year dental students. Most EI and professionalism scores were in the moderate range. Female participants had higher domain scores for agreeableness and conscientiousness compared with male participants. Male participants had higher domain scores for emotional stability than female participants. The EI domains were found to be significant predictors of total and domain professionalism levels.

CONCLUSION

Understanding methods to improve EI levels may assist dental students in their development of professionalism.

Relationship between emotional intelligence, stress, and burnout among dental hygiene students

OBJECTIVE

Emotional intelligence (EI) is the recognition and management of emotions within oneself and others. Limited evidence exists that determine whether EI is related to stress and burnout.

PURPOSE

The purpose of this project was to determine whether relationships exist between EI, stress, and burnout levels among undergraduate dental hygiene students.

METHODS

This study used a quantitative cross-sectional research design. The study instrument consisted of 3 parts: (1) The Emotional Quotient Self-Assessment Checklist consisted of 30-questions in 6 domains and measured EI; (2) The Modified Dental Environment Stress Questionnaire consisted of 39 questions in 5 domains and measured stress; and (3) The Maslach Burnout Inventory-Health Services Survey consisted of 22 questions in 3 domains and measured burnout.

RESULTS

The responses from 57 participants were used (response rate = 93.3%). A moderate negative correlation was found between self-control and personal stress and a moderate negative correlation was found between empathy and emotional evaluation. Moderate positive correlations were found between self-awareness, empathy, motivation, self-competence, self-confidence, and total EI scores and personal accomplishment. Multiple linear regression analysis found self-control was a significant predictor of personal stress (R²  = .023, P = .023); empathy and self-competence were significant predictors of clinical stress (R²  = .085, P = .034); empathy and self-awareness were significant predictors of emotional exhaustion (R²  = .071, P = 0.006); and empathy was a predictor of personal accomplishment (R²  = .150, P = 0.002).

CONCLUSION

Subcomponents of EI were found to be significant predictors of stress and burnout levels. Future research is needed to improve EI levels to tolerate stress and minimize burnout levels.

Trait Emotional Intelligence and Its Correlates in Oman Medical Specialty Board Residents

BACKGROUND

As part of the globalization of medical education, residency programs in Oman have adopted competency-based standards by the Accreditation Council for Graduate Medical Education International (ACGME-I). Correctly perceiving the emotions of others and managing one's own emotions are essential to high-quality patient care.

OBJECTIVE

We tested the reliability and construct validity of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), and assessed trait Emotional Intelligence (EI) in Oman Medical Specialty Board (OMSB) residents in multiple specialties. We explored for correlations with trainees' sociodemographic background data.

METHODS

We conducted a cross-sectional, observational study between February and August 2017. Participants were OMSB residents. We administered the TEIQue-SF and collected sociodemographic data from participants. Multiple linear regression analysis was conducted to identify independent predictors of trait EI.

RESULTS

The present cohort scored high in the trait EI subscale of Well-being, followed by Sociability, Self-control, and Emotionality. Among sociodemographic factors, female gender and high income were significant predictors of TEIQue-SF's Well-being subscale and high income and living in a rented home were significant predictors of the Sociability subscale.

CONCLUSIONS

This is the first study conducted among medical residents in Oman regarding trait EI and its correlates. Our findings of overall high EI and several socioeconomic predictors echo the literature on the assessment of EI in trainees. The findings add to the evidence of cross-cultural applicability of instruments to measure trait EI, and use assessments of EI in resident selection and education.

Association Between Emotional Intelligence and Academic Performance Among Dental Hygiene Students

Emotional intelligence (EI) has been increasingly associated with the success of health care professionals, including dental professionals. Mental health, physical health, and life satisfaction all have been linked to having a high EI. The aim of this study was to determine any associations between EI scores and academic and clinical performance in a cohort of undergraduate dental hygiene students. All 63 first- and second-year dental hygiene students enrolled at The Ohio State University in the spring term 2017 were invited to participate in this quantitative cross-sectional study. The survey consisted of demographic questions and 30 emotional quotient self-assessment checklist questions divided into six EI subsets. The EI subset scores were then correlated with students' academic and clinical grades. A total of 45 students completed the questionnaire, for a response rate of 71.4%. Most of the participants scored between 16 and 19 for each EI domain, meaning they had a moderate EI level. A significant regression equation of EI subset scores and clinical GPA was found (F(3,41)=7.474, p<0.001), with an R² of 0.354. Simple linear regression was calculated to predict clinical performance based on EI, and a significant regression equation was found (F(3,41)=6.727, p<0.001), with an R² of 0.330. The EI subsets of self-control, motivation, and self-confidence were found to be predictors of overall academic performance. The EI subsets of social competence, empathy, and motivation were found to be predictors of clinical performance. These results suggest that more attention to the development of emotional intelligence may lead to improved academic and clinical performance among undergraduate dental hygiene students.

Emotional intelligence and academic performance of medical undergraduates: a cross-sectional study in a selected university in Sri Lanka

BACKGROUND

Emotional intelligence (EI) has been linked with academic and professional success. Such data are scarce in Sri Lanka. This study was conducted to describe the pattern of EI, to determine its predictors and to determine the effect of EI on academic performance at the final MBBS examination, in medical undergraduates of a Sri Lankan university.

METHODS

This is a cross-sectional study in a selected university, involving those who did final MBBS examination in 2016. Consecutive sampling was done. EI was assessed with self-administered Genos Emotional Intelligence Full Version (7 domains; 70 questions equally weighted; total score 350). Socio-demographic data were obtained using a self-administered questionnaire. Academic performance was assessed with final MBBS results in the first attempt.

RESULTS

Of 148 eligible students 130 responded (response rate-88%); 61.5% were females; mean age was 26.3 ± 1 years. Mean total EI score was 241.5 (females-245.5, males-235.1; p = 0.045).Among different domains, mean score was highest for Emotional Self-Awareness (36.8/50) and lowest for Emotional Expression (32.6/50). Multiple linear regression analysis indicated that having good family support (p = 0.002), socializing well in university (p = 0.024) and being satisfied with facilities available for learning (p = 0.002), were independent predictors of EI. At the final MBBS examination 51.6% obtained classes, 31.5% passed the examination without classes and 16.9% got repeated. Females had better academic performance than males (p = 0.009). Mean EI of second-class upper division, second-class lower division, pass and repeat groups were 249.4, 246.6, 240.2 and 226.9, respectively (with one-way ANOVA p = 0.015). After adjusting for gender, ordinal regression analysis indicated that, total EI score was an independent predictor of final MBBS results [β-0.018 (95% CI 0.005-0.031); p = 0.006].

CONCLUSIONS

In the study population, both EI and academic performance were higher among females. Independent of gender, academic performance was better in those who were more emotionally intelligent. Several psychosocial factors were found to be independent predictors of EI. These results suggest that emotional skills development might enhance academic performance of medical undergraduates in Sri Lanka. Further research is needed in this under-explored area.