Emotional intelligence, burnout, and professional fulfillment in clinical year medical students

Toward evidence-informed medical curricula: A scoping review protocol on social skills and emotional regulation

Medical education is considered psychologically challenging, and medical students often report higher levels of psychological distress compared to non-medical students and the general population. This scoping review aims to identify and map the available scientific evidence on social skills and emotional regulation in medical students, characterize existing studies, identify knowledge gaps, and provide a synthesis of evidence to inform educational practice and curriculum development. This scoping review will follow the methodological frameworks proposed by the Joanna Briggs Institute (JBI) and the PRISMA-ScR checklist. Relevant studies will be searched in electronic databases (EMBASE, ERIC, PubMed, Science Direct, Scopus, and Web of Science) and gray literature sources. The search strategy will use descriptors in English, Portuguese, and Spanish, combined with Boolean operators. Two reviewers will independently screen titles, abstracts, and full-texts for inclusion. Data will be extracted using a standardized form and synthesized narratively. Qualitative and quantitative analyses, including thematic analysis and meta-analysis analysis (if appropriate), will be employed to provide a comprehensive overview of the evidence. The review will provide a comprehensive overview of the available scientific evidence on social skills and emotional regulation in medical students, identifying study characteristics, knowledge gaps, and areas for future research. The findings of this scoping review may inform educational practice and guide the development of strategies to promote the well-being and performance of medical students by addressing social skills and emotional regulation in medical curricula. The review protocol will be registered in the Open Science Framework (OSF).

Suicidal Ideation among Adolescents: A Case of Bullying Victimization and Emotional Intelligence

This paper attempted to examine suicidal ideation among adolescents in terms of bullying victimization and emotional intelligence. It had been observed that adolescents have to face the challenge of suicidal ideation through bullying and reduce it through emotional intelligence. A sample of 1017 adolescents was sampled from public sector primary schools in the district of Gujrat, Punjab, Pakistan to conduct the cross-sectional survey. For this study, the scale of bullying victimization (Illinois Bullying Scale by Espelage & Holt, 2001), emotional intelligence (Emotional Intelligence Scale for Children & Adolescents by Batool & Hayat, 2018) and suicidal ideation (Suicidal Ideation Attribution Scale by Van Spijker, 2014) had been used to measure the responses of the students. The study findings pointed out that emotional intelligence was a significant negative predictor of suicidal ideation. Similarly, the analysis showed that bullying victimization was a significant predictor of suicidal ideation among adolescents.

The influence of emotional intelligence on learning burnout in Chinese art college students: the chain mediation effect of self-acceptance and perceived stress

Introduction

Art college students are under special pressure from a few sources, including study, employment, friends, emotions, family relations and other aspects. This can lead to a reasonable degree of learning burnout among art college students, which will have a negative impact on their physical and mental health, as well as their study and employment. However, there is a paucity of empirical studies on learning burnout among art students. Furthermore, the factors and mechanisms that contribute to learning burnout among art students remain unclear. The purpose of this study was to examine the relationship between emotional intelligence and learning burnout in Chinese art college students, and to identify the role of self-acceptance and perceived stress as sequential mediators.

Methods

This study employed a completely random survey of three art universities in China to investigate the status of emotional intelligence, self-acceptance, perceived stress and learning burnout among art students and their relationships. The data was analyzed using an independent sample t-test and structural equation modelling.

Results

A total of 678 valid samples were obtained from a study of Chinese art students. No significant differences were observed in the scores of emotional intelligences, self-acceptance, perceived stress, and learning burnout among participants of different genders. The results of the structural equation modelling indicated that emotional intelligence was negatively associated with learning burnout (β = -0.282, p < 0.001). The results indicated that self-acceptance (β = -0.140, p < 0.001) and perceived stress (β = -0.072, p < 0.001) had independent mediating effects. Furthermore, self-acceptance and perceived stress exhibited sequence mediating effects (β = -0.039, p < 0.001).

Conclusion

The results of the study confirm that emotional intelligence is a significant factor in the learning burnout of art students. Furthermore, the findings demonstrate the mediating effect of self-acceptance and perceived pressure on this relationship. The findings provide a novel explanation for the mechanism underlying college students' learning burnout.

Emotional Intelligence in Medicine: An Investigation of the Significance for Physicians, Residents, and Medical Students - A Systematic Review

OBJECTIVE

Physicians, residents, and medical students consistently report higher levels of stress, anxiety, depression, burnout, and suicide compared to the general population. Emotional intelligence is a trait 1 possesses that has been shown to have associations with aspects of mental health specifically in the medical field. It has also been studied in business literature demonstrating multiple performance benefits. The purpose of this review is to investigate the relationship of emotional intelligence and mental health and well-being, clinical performance, and academic success with physicians, residents, and medical students.

METHODS

A systematic review was conducted of studies investigating the associations of emotional intelligence on physicians, residents, or medical students between 2013 and 2023. Studies investigating the association of empathy within the study population were also included. Studies must have used a validated measure or reported a reliable method of measuring emotional intelligence or empathy.

RESULTS

Thirty-nine articles were included. The trait emotional intelligence questionnaire short form was the most frequently used assessment tool (28%). Mental health and well-being was the most common study outcome (67%). Twenty articles reported lower levels of burnout in those with higher emotional intelligence levels. (p < 0.05). Other protective associations of emotional intelligence included decreased levels of anxiety, stress, and depression (p < 0.05). Emotional intelligence was associated with multiple clinical performance metrics including patient satisfaction, perceived communication ratings, patient information recall, and improved decision making under operational stress (p < 0.05).

CONCLUSIONS

Emotional intelligence has beneficial associations for physicians at all levels of training. Those entering with higher levels of emotional intelligence may be better suited to handle the psychological effects described within the healthcare field. Emotional intelligence can also be improved through training. Using emotional intelligence as part of a holistic screening process may help predict and enhance the success of doctors, residents, and medical students, which can contribute to improving the healthcare system.

Sustained Impact of an Emotional Intelligence and Resilience Curriculum for Medical Students

Purpose

The purpose of this study was to assess the effectiveness of an educational curriculum focused on Emotional Intelligence (EI) and Resilience among second-year medical students, with emphasis on evaluating the retention of EI skills one year following the curricular intervention.

Methods

Second-year medical students voluntarily participated in an EI-Resilience elective with a curriculum consisting of six sessions aimed at teaching EI and resilience skills. Participants underwent assessment before, immediately after, and one year following the intervention, utilizing the Bar-On Emotional Quotient Inventory 2.0 (EQ-i 2.0). Survey responses were averaged and compared between varying time points.

Results

Thirty students completed the EQ-i 2.0 assessments at three time points: prior to, immediately after, and one-year following the educational intervention. A comparison of mean EI scores pre- and immediate post-intervention showed a significant increase in most components of EI. No significant changes were detected between the immediate post-test and 1-year post-test on any EI components, except for a noteworthy increase in the mean Interpersonal Relationship score. Students demonstrated an average increase in their Interpersonal Relationship skills of 5.7 points (95% CI: 3.0, 8.4, p <0.001) at the one-year post-test compared to the post-test immediately following the intervention. Students reported continued satisfaction and usefulness one-year post-intervention as demonstrated by an internally developed survey. In the one-year post-intervention survey, most students used what they had learned in the elective during their third year (91%, 32/35) and all students found the elective to be applicable during their third year. In free-text responses, students reported improved coping and reflection skills in the third year of medical school following the intervention.

Conclusion

An EI-Resilience curriculum offered as an elective to second-year students continued to be well-received one year following the educational intervention. Data suggests that enhanced EI and resilience skills were sustained over a one-year period following the educational intervention.

Emotional Intelligence and Burnout among Adolescent Basketball Players: The Mediating Effect of Emotional Labor

Burnout, characterized by emotional and physical exhaustion, poses a significant challenge to adolescent athletes, particularly in high-intensity sports like basketball. Emotional Intelligence (EI) is the ability to manage emotions, which is negatively associated with burnout. Emotional labor, including strategies of surface acting (SA), deep acting (DA), and genuine expression (GE), plays a potentially key role in emotion management between EI and burnout for athletes. This study aims to investigate the relationship between EI and burnout, as well as the mediating role of emotional labor strategies among adolescent basketball players. Our cross-sectional study, conducted in youth sports schools in four different places in China, involved 260 basketball players. Results indicate a negative association between EI and burnout, with SA and GE emerging as significant mediators. SA was positively linked to burnout, while GE showed a negative association. These findings suggest that enhancing EI and managing emotional labor strategies are crucial for mitigating burnout and improving the well-being and performance of young athletes.

Burnout and well-being of medical and surgical residents in relation to emotional intelligence: A 3-year study

BACKGROUND

This study aims to examine the relationship of emotional intelligence to physician burnout and well-being and compare these changes between medical and surgical residents during training.

METHODS

The longitudinal study used survey data, collecting measures on burnout and emotional intelligence in residents. Postgraduate year 1 residents at a community-based Michigan hospital completed the following surveys: Maslach Burnout Inventory, Physician Wellness Inventory, and Trait Emotional Intelligence Questionnaire-Short Form survey. These measures were given quarterly in postgraduate year 1 and once during subsequent years.

RESULTS

Seventy-seven residents completed measurements during their first 3 years. Forty-two (54.5%) were in the medical resident group; the remaining 35 (45.5%) were in the surgical resident group. Significant increases in measured burnout during the first year improved in subsequent years but did not return to baseline (P < .01). Emotional exhaustion (Maslach Burnout Inventory-Emotional Exhaustion) increased a relative 44% the first year (P = .000) and decreased 23% by the third year (P < .01). The Physician Wellness Inventory subscales also had significant decreases (P = .01) but less than the Maslach Burnout Inventory subscales (improvement ≤25%). Both medical and surgical groups had similar decreases in the Physician Wellness Inventory subscales (-25%) in their first year. The emotional intelligence score significantly correlated with exhaustion (Maslach Burnout Inventory-Emotional Exhaustion: r = -0.243; P = .002) and distress (Physician Wellness Inventory-Distress: r = -0.197; P = .014).

CONCLUSION

The risk for burnout increased sharply at the beginning of training for this hospital resident participant group and remained high throughout residency. Emotional intelligence is an important factor associated with less emotional exhaustion during residency.

Exploring the relationships among teacher-student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence

Introduction

Within the realm of Chinese English as a Foreign Language (EFL) education, this research endeavors to explore the intricate interplay among teacher-student relationships, learning enjoyment, and burnout. It specifically aims to investigate the potential mediation role of emotional intelligence. The study delves into the experiences of 806 EFL students to comprehensively scrutinize these dynamics.

Methods

Employing Structural Equation Modeling (SEM), this study conducts a thorough analysis of the relationships between teacher-student dynamics, learning enjoyment, and burnout among EFL students. The primary objectives involve uncovering correlations among these factors and elucidating the potential mediating impact of emotional intelligence.

Results

The findings underscore robust associations between positive teacher-student relationships, heightened learning enjoyment, and reduced levels of burnout among EFL students. Noteworthy is the pivotal role of emotional intelligence, acting as a mediator, offering insights into the intricate ways in which teacher-student relationships and learning enjoyment influence burnout levels.

Discussion

These outcomes highlight the significance of nurturing students' emotional intelligence as a protective factor against burnout, advocating for tailored educational interventions. The research advocates for proactive measures to enhance emotional intelligence among EFL students, emphasizing its potential to mitigate burnout. Moreover, it suggests pedagogical strategies and institutional support prioritizing emotional intelligence to foster the well-being and academic success of Chinese EFL students.

Association between Grit and depressive symptoms at the timing of job start among medical residents during the COVID-19 pandemic in Japan: a cross-sectional study

INTRODUCTION

The COVID-19 pandemic had an additional negative impact on the mental health of healthcare workers, including residents. Previous studies revealed that grit, which is an individual trait to achieve long-term goals unrelated to intelligence quotient, is not only positively associated with academic achievement and career success but also negatively correlated with depression. This study aimed to examine the association between grit and depressive symptoms among residents at the time of job start during the coronavirus disease 2019 (COVID-19) pandemic in Japan.

MATERIALS AND METHODS

This cross-sectional study used data from all post-graduate year 1 residents from March 2020 to April 2022 at Tokyo Medical and Dental University, Tokyo, Japan. Grit was measured by the Japanese version of Grit-S. The resident's depressive symptoms were assessed using the Center for Epidemiologic Studies Depression Scale. The association of interest was examined using logistic regression analysis.

RESULTS

Among 221 residents, 28 (12.7%) have depressive symptoms. One unit increase in Grit-S score after adjusting for age, sex, graduated university, and sleeping hours was associated with lower odds of having depressive symptoms by 63% (odds ratio [OR]: 0.37; 95% confidence interval [CI]: 0.19-0.74). Further, the perseverance of effort subscale score was associated with lower odds of having depressive symptoms after covariate adjustment (OR: 0.43; 95% CI: 0.22-0.84).

CONCLUSIONS

Higher grit scores were associated with lower odds of having depressive symptoms among residents at the timing of job start during the COVID-19 pandemic. Regular mental health assessment is particularly important for residents with low grit scores at entry.

Emotional intelligence and happiness in clinical medical students: A cross-sectional multicenter study

Background and Aims

Emotional intelligence (EI) has improved job performance and has been associated with the success of individuals. The interfering role of happiness in this equation is unneglectable; however, this association has not been established in clinical medical students exposed to work pressures and stressful hospital atmospheric. The present perusal was conducted to evaluate the relationship between EI and happiness in clinical medical students.

Methods

A multicenter cross-sectional investigation was conducted in Iran from December 2021 to June 2022. Multi-stage cluster sampling followed by a systematic random selection was applied to choose participants. Data gathering was carried out online by Brief Emotional Intelligence Scale-10 and Oxford Happiness Questionnaire.

Results

Data from 405 participants were analyzed. The mean age was 24.2 years; men and women constituted 208 (51.4%) and 197 (48.6%) of all participants. Gamma regression analysis has determined age (Exp (B) = 1.016, p-value < 0.001), female gender (Exp (B) = 0.966, p-value = 0.04), extrovert personality (Exp (B) = 1.076, p-value < 0.001), perceived somatic health (Exp (B) = 1.002, p-value < 0.001), and stress level (Exp (B) = 0.990, p-value = 0.01) as predictors of happiness. EI comprises five domains, and except for appraisal of others' emotions, an increase in all other domains of emotional intelligence was associated with higher happiness. GBRT model of significant variables revealed regulation of own emotions is the most happiness-predictor variable (Exp (B) = 1.042, p-value < 0.001).

Conclusion

Diminishing the stresses helps medical students have a happier life. In happiness-boosting strategies, vulnerable individuals (women, introverts, and those of higher age) ought to be noted as the targeted population. In this investigation, emotional intelligence was the most effective predictor of happiness in clinical medical students. Planning to promote happiness in these medical staff by enhancing their EI leads to better decision-making and more prosperity in their job, resulting in better patient care services.

Emotional Intelligence and Resilience "PROGRAM" Improves Wellbeing and Stress Management Skills in Preclinical Medical Students

Purpose

The purpose of this study was to determine if implementation of a new educational curriculum focusing on Emotional Intelligence (EI) and Resilience improved second year medical student scores in these areas.

Methods

Our EI-Resilience curriculum was offered as an elective for second year medical students to voluntarily enroll in. The elective consisted of six 2-hour sessions taught by a single faculty member over eight months. Sessions focused on development of EI skills and teaching a Resilience "PROGRAM" (Positive thinking, Reframing, Optimism, Gratitude, Reflection, Altruism, Meaning). Participants' EI levels were assessed before and after the elective using the Bar-On Emotional Quotient Inventory 2.0 (EQ-i 2.0).

Results

Over a period of 2 years, 70 students participated in the elective. The overall mean EI score significantly improved after the educational elective (100.05 ± 12.94 versus 108.14 ±12.36, p < 0.001). Compared to the baseline scores, there was significant improvement in all EI components, including all five composite scales, all fifteen content subscales, and the well-being score (all p < 0.05). In a post-intervention survey assessing student perception of the elective, most students found the elective to be helpful (95%, 64/67), most students felt the elective should continue to be available for future students (95%, 64/67), and most would recommend the elective to other students (93%, 62/67).

Conclusion

An EI-Resilience curriculum offered as an elective to second year medical students was well received by students. Our outcomes showed significant improvement in students' EI scores and all sub-scores, including all components of the stress management composite and well-being score. Teaching EI skills and Resilience strategies in the preclinical setting might be an opportune time for this type of educational intervention.

Emotional intelligence among medical students in Sweden - a questionnaire study

BACKGROUND

Emotional intelligence (EI), the ability to understand and regulate one's and other's emotions, has been linked to academic and clinical performance and stress management, making it an essential skill to develop during medical school. Nevertheless, uncertainty remains about the impact of medical education on EI, its association with sociodemographic factors, and the potential moderating role of gender. Therefore, this study aimed to explore levels of global EI among Swedish medical students based on their completed semesters while analyzing the potential moderator role of gender and identifying potential EI differences associated with age, gender, prior education, work experience, and previous experience working in a leadership position.

METHODS

The participants were medical students in semesters 1, 3, 5, 7, 9, and 11 at a Swedish University. Participants answered the self-report Trait Emotional Intelligence Questionnaire - Short Form (TEIQue-SF) and demographic questions. For each participant, the mean global trait EI was calculated (range 1-7), and differences were compared based on semesters and sociodemographic factors. In addition, we investigated the relationship between semester and EI scores with gender as a moderator.

RESULTS

Of the 663 invited medical students, 429 (65%) responded, including 269 women (62.7%), 157 men (36.6%), and 3 identifying as others (0.7%). The participants had a mean global trait EI score of 5.33. Final-year students demonstrated significantly higher global trait EI scores than first-year students, and gender did not have a moderating effect across semesters. Furthermore, students in the age group 25-29 years showed higher EI scores compared to those in the age group 21-24 years, while there were no significant differences in EI scores for older students (≥ 30 years) compared to other age groups. Higher EI scores were also positively associated with previous work-and leadership experiences. Gender and previous education did not significantly impact EI scores.

CONCLUSIONS

Our findings suggest that higher EI scores are associated with semesters of medical education, age, and previous work and leadership experience. Future longitudinal studies are needed to identify factors that could improve EI among medical students to design curricular activities aimed at supporting the EI of the next generation of physicians.

The Relation of Grit and Surgical Specialty Interest Among Medical Students

OBJECTIVE

The assessment of Grit among medical students applying to surgical residency programs may be useful, but the relationship between student Grit and surgical specialty interest is not clear. This study investigated whether medical student Grit differs based on interest in direct-entry surgical specialties.

DESIGN

A literature search informed the development of a cross-sectional study assessing medical student ratings of the validated 6-item Short-Grit scale. Medical students also indicated their career preferences.

SETTING

Faculty of Medicine, Dalhousie University, Halifax, NS, Canada; a tertiary medical center.

PARTICIPANTS

Surgical specialty interest and Grittiness were assessed among 297 (50.4%) pre-clerkship medical students in their first or second year of training. Data was collected from program applicants over 4 years.

RESULTS

Medical students had high levels of Grit (M = 4.029, SD = 0.517). There was a significant difference in Grit level between medical students interested in cardiac surgery ([M = 4.197, SD = 0.471 vs M = 3.919, 0.518]; t(295) = 4.674, p < 0.001; Cohen's D = 0.556), general surgery ([M = 4.178, SD = 0.466 vs M = 3.916, 0.527]; t(295) = 4.434, p < 0.001; Cohen's D = 0.520), neurosurgery ([M = 4.238, SD = 0.457 vs M = 3.950, 0.518]; t(295) = 4.412, p < 0.001; Cohen's D = 0.575), plastic surgery ([M = 4.138, SD = 0.497 vs M = 3.967, 0.520]; t(295) = 2.747, p = 0.006; Cohen's D = 0.333), and vascular surgery (M = 4.248, SD = 0.368 vs M = 3.948, 0.541); t(295) = 4.570, p < 0.001; Cohen's D = 0.501).

CONCLUSIONS

Medical students with a career interest in "poor lifestyle" surgical specialties have higher Grit than their peers. These findings may be noteworthy for surgical residency programs with high rates of attrition and burnout.