Education in Medicine Journal最新文献_第4页

E-anatomy Kit: An Innovative and Hybrid Tool for Gross Anatomy of Respiratory System Digital Practical 电子解剖套件:呼吸系统大体解剖数字实用的创新和混合工具

Education in Medicine Journal Pub Date : 2022-09-28 DOI: 10.21315/eimj2022.14.3.10

K. Choy, N. A. Adib Ridzuan, Nurul Hannim Zaidun, N.S. Rosani, H. Haslan, Syumaimah Muhamad Yunus, Mohd Shahril Sharifuddin, Naizah Zakaria, Faridah Abd. Rahman, Juriah Togeman, Chairul Sopian, Mohd Fayaz Amin Mohd Fathir, Jamil Jaafar

{"title":"E-anatomy Kit: An Innovative and Hybrid Tool for Gross Anatomy of Respiratory System Digital Practical","authors":"K. Choy, N. A. Adib Ridzuan, Nurul Hannim Zaidun, N.S. Rosani, H. Haslan, Syumaimah Muhamad Yunus, Mohd Shahril Sharifuddin, Naizah Zakaria, Faridah Abd. Rahman, Juriah Togeman, Chairul Sopian, Mohd Fayaz Amin Mohd Fathir, Jamil Jaafar","doi":"10.21315/eimj2022.14.3.10","DOIUrl":"https://doi.org/10.21315/eimj2022.14.3.10","url":null,"abstract":"The COVID-19 pandemic significantly affects medical education in anatomy. The new learning environment has lost face-to-face contact, cadaveric dissection and access to anatomy museum which are perceived as the signature methods in anatomy education. E-anatomy kit is a non-conventional teaching modality innovated as an alternative to the gross practical session. The e-anatomy kit was designed to improve the virtual practical experience for first year medical students of the Faculty of Medicine, Universiti Teknologi MARA, Malaysia. E-anatomy kit consists of: (a) pre-recorded cadaveric demonstration, (b) 3D4Medical Complete Anatomy app, (c) interactive diagram labelling, (d) schematic diagram, and (e) mnemonic. From educational perspective, the e-anatomy kit is in line with the active learning approach and collaborative learning; its instructional design follows the principles of the Cognitive Load Theory. This article describes the components and systematic approach of e-anatomy kit as a new method for teaching gross anatomy of respiratory system during virtual practical, which is useful for anatomy educators.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124341284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Now You See Me, Now You Don’t: Exploring Medical Students’ Cognitive, Emotional and Behavioural Engagement with Emergency Remote Learning During the COVID-19 Pandemic 时而见时而不见:探索COVID-19大流行期间医学生在紧急远程学习中的认知、情感和行为参与

Education in Medicine Journal Pub Date : 2022-09-28 DOI: 10.21315/eimj2022.14.3.8

W. Hong, V. Pallath, Donnie Adams, Y. Lee, K. M. Tan, C. Foong

{"title":"Now You See Me, Now You Don’t: Exploring Medical Students’ Cognitive, Emotional and Behavioural Engagement with Emergency Remote Learning During the COVID-19 Pandemic","authors":"W. Hong, V. Pallath, Donnie Adams, Y. Lee, K. M. Tan, C. Foong","doi":"10.21315/eimj2022.14.3.8","DOIUrl":"https://doi.org/10.21315/eimj2022.14.3.8","url":null,"abstract":"The COVID-19 pandemic had forced medical students to study at home, transitioning to an emergency remote learning mode of instruction. Its impact on students was unknown and likely to be of concern. Therefore, this study assessed cognitive, emotional and behavioural engagements of medical students during emergency remote learning, and examined its associations with regard to their age, gender, stages of study and ethnic groups. A self-administered questionnaire was distributed to undergraduate medical students at one public medical school in Malaysia. Emergency remote learning was conducted via Microsoft Teams (synchronous) and web resources (asynchronous). The questionnaire consisted of four sections: demographic background, emotional, behavioural, and cognitive engagements with emergency remote learning. Three hundred twenty-nine students (n = 329) completed the questionnaire. The three engagement dimension scores were 3.36/4.00 (behaviour – act), 3.16 (cognition – think) and 3.07 (emotion – feel), respectively. There was a significant difference between the engagement dimension scores (paired data), implying that what students feel, think and act on emergency remote learning did not seem to align. Next, engagements of these students were not significantly associated with their age, stages of study, and ethnic groups, but male students had higher dimension mean scores for cognitive and emotional engagements. Emergency remote learning had a considerable impact on student engagements. The study calls for continuing efforts in improving effectiveness and equity in learning engagements among medical students in the post-pandemic era.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133471638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Critical Thinking Transfer Practice Instrument: A Content Validity Calculation Steps Based on Expert Panel Evaluation 批判性思维转移练习工具:基于专家小组评估的内容效度计算步骤

Education in Medicine Journal Pub Date : 2022-09-28 DOI: 10.21315/eimj2022.14.3.5

Noor Azura Mat Said, Siti Mariam Bujang, N. Buang, Harlina Halizah Siraj@Ramli, Mohd Nasri Awang Besar

{"title":"Critical Thinking Transfer Practice Instrument: A Content Validity Calculation Steps Based on Expert Panel Evaluation","authors":"Noor Azura Mat Said, Siti Mariam Bujang, N. Buang, Harlina Halizah Siraj@Ramli, Mohd Nasri Awang Besar","doi":"10.21315/eimj2022.14.3.5","DOIUrl":"https://doi.org/10.21315/eimj2022.14.3.5","url":null,"abstract":"Development of critical thinking instruments only focus on learning effectiveness, thus lacking the instrument measuring critical thinking transfer practice (CTTP) specific for medical undergraduates. This study aimed to develop an instrument that can measure CTTP amongst medical undergraduates in Malaysia with the primary focus on describing the steps for content validity calculation. A quantitative survey approach was applied through written questionnaire. Eight experts from public universities in Malaysia were selected through judgement sampling. The content validity calculation steps are presented in detail in form of content validity index (CVI) and modified Kappa coefficient (κ*) score. The validity test involved 216 items, representing six sub-constructs. Item-level CVI (I-CVI), κ* score and scale-level CVI (S-CVI) were calculated for evaluation criteria, namely, relevance, clarity and representativeness of each item. Results revealed that 213 out of 216 items were rated as appropriate (I-CVI ≥ 0.80) on all the evaluation criteria. From 213 items, 133 outstanding items were included in the instrument. After items deletion, the validity of the instrument improved. The study results may impact future development of critical thinking assessment in education. The instrument has the potential to be a CTTP psychometric measuring tool for medical undergraduates. The study will provides for others the knowledge of content validation process and procedures with emphasis on steps of content validity calculation. The study will also helps medical educators to better understand CTTP sub-constructs. These sub-constructs may help them to create better critical thinking pedagogies.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131506321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Navigating the Case-based Learning Multimodal Learning Environment: A Qualitative Study Across the First-year Medical Students 基于案例的多模式学习环境:一项医科一年级学生的定性研究

Education in Medicine Journal Pub Date : 2022-09-28 DOI: 10.21315/eimj2022.14.3.7

B. Veasuvalingam, Ratnadeep Saha, Madhanagopal Jagannathan

{"title":"Navigating the Case-based Learning Multimodal Learning Environment: A Qualitative Study Across the First-year Medical Students","authors":"B. Veasuvalingam, Ratnadeep Saha, Madhanagopal Jagannathan","doi":"10.21315/eimj2022.14.3.7","DOIUrl":"https://doi.org/10.21315/eimj2022.14.3.7","url":null,"abstract":"Case-based learning (CBL) is a popular instructional method aiming to bridge theory and clinical practice. This study aims to explore how the CBL mixed modality curriculum influence students’ learning styles and support-learning strategies. We employed an explanatory sequential mixed method with an initial 44-itemed Felder-Silverman’s Index of Learning Style (ILS) questionnaire distributed to the first-year medical students (n = 142) using convenience sampling to describe preferred learning styles. The qualitative phase utilised three focus group discussions (FGDs) to explore the multimodal learning style exhibited by students in depth. Most students preferred a combination of learning styles reflective, sensing, visual and sequential (i.e., the RSVISeq style, 24.64%) from the ILS analysis. The frequency of learning preference from processing to understanding were well balanced: sequential-global domain (66.2%), sensing–intuitive (59.86%), active–reflective (57%) and visualverbal (51.41%). The qualitative data reported three major themes, namely, Theme 1: CBL mixed modalities navigates learner’s learning style, Theme 2: Learners active learning strategies from the CBL modalities supports learning and Theme 3: CBL modalities facilitating theory into clinical knowledge. Many quantitative and qualitative studies have reported the multimodal learning style of the first-year medical students. Medical students utilise multimodal learning styles to attain clinical knowledge when learning with CBL mixed modalities. Educators’ awareness of the multimodal learning style is crucial in delivering the CBL mixed modalities effectively, considering strategic pedagogical support for students to engage and learn CBL in bridging theoretical knowledge and clinical practice.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129721357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Relationship Between Emotional Intelligence and Stress Among Pharmacy Students at Universiti Teknologi MARA Puncak Alam During COVID-19 Pandemic 新冠肺炎大流行期间理工大学药学专业学生情绪智力与压力的关系

Education in Medicine Journal Pub Date : 2022-09-28 DOI: 10.21315/eimj2022.14.3.6

Azwandi Ahmad, Hanani Madiha Hasan, Sofea Syahira Salim, Ezlina Usir, Norazlina Ahmad

{"title":"The Relationship Between Emotional Intelligence and Stress Among Pharmacy Students at Universiti Teknologi MARA Puncak Alam During COVID-19 Pandemic","authors":"Azwandi Ahmad, Hanani Madiha Hasan, Sofea Syahira Salim, Ezlina Usir, Norazlina Ahmad","doi":"10.21315/eimj2022.14.3.6","DOIUrl":"https://doi.org/10.21315/eimj2022.14.3.6","url":null,"abstract":"Emotional intelligence (EI), which is described as a set of skills to recognise and control one’s own emotions and other people, is believed to act as a protective factor against negative stress. Recently, stress and online learning readiness (OLR) have become an increasing concern among the students during the recent COVID-19 pandemic. Therefore, this study aimed to determine the relationship between EI and demographic profiles (gender, year of study and geographical living area), and to find the correlation between EI and stress, as well as between stress and OLR among the pharmacy students during the pandemic. This study involved a cross-sectional correlational study, where an online-based survey was performed involving 315 pharmacy students, from first to the fourth year, at Universiti Teknologi MARA (UiTM) Puncak Alam, Malaysia. Three valid and reliable questionnaires were used namely Universiti Sains Malaysia Emotional Quotient Inventory (USMEQ-i), Perceived Stress Scale (PSS), and Online Learning Readiness Scale (OLRS). The data were analysed by SPSS software version 27. In the study, the respondents’ EI was at the average level. No association between EI and demographic profiles was found. A weak negative correlation was found between EI and stress r(313) = –0.272, p < 0.05 as well as between stress and OLR, r(313) = –0.320, p < 0.05. This study suggested that EI could act as a protective element against stress since both were negatively correlated. A negative correlation found between stress and OLR reflects that increased stress levels can potentially give a negative impact on the OLR of the pharmacy students in UiTM Puncak Alam.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127043126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Elements of Effective Teaching in Higher Education: Implication to Anatomy Education 高等教育有效教学的要素:对解剖学教育的启示

Education in Medicine Journal Pub Date : 2022-09-28 DOI: 10.21315/eimj2022.14.3.1

S. Talip, Z. M. Mohd Ismail, M. Yusoff, Hermizi Hapidin, Nor Farid Mohd Noor, Siti Nurma Hanim Hadie

{"title":"Elements of Effective Teaching in Higher Education: Implication to Anatomy Education","authors":"S. Talip, Z. M. Mohd Ismail, M. Yusoff, Hermizi Hapidin, Nor Farid Mohd Noor, Siti Nurma Hanim Hadie","doi":"10.21315/eimj2022.14.3.1","DOIUrl":"https://doi.org/10.21315/eimj2022.14.3.1","url":null,"abstract":"Teaching anatomy is a challenging task to anatomists as they need to stimulate students’ three-dimensional visualisation ability. Despite the needs for lecturers to be competent in instructional design and delivery, many anatomists are unsure about elements of effective teaching as the fundamental work on this area is scarce. Since anatomy is mainly taught in the higher education institutions, it is pertinent to find a comprehensive definition and framework of effective teaching in universities that could be adapted into anatomy teaching. Hence, we performed a scoping review to unearth the features of effective teaching in higher education using the five-stage framework of Arksey and O’Malley, namely identification of research question, identification of relevant study, selection of suitable study, data charting, and result collating and reporting. Three databases (Google Scholar, Scopus and PubMed) were searched using two search terms with a Boolean combination: “effective teaching” and “higher education.” The initial pool of 1,708 topics was assessed for duplication, and study eligibility was evaluated using inclusion and exclusion criteria. Data were abstracted from 14 original articles by two independent researchers and a thematic analysis was performed. Findings revealed the following categories of effective teaching elements, which have been proven effective in the achievement of learning outcomes: (a) pragmatic teaching, (b) learning support, and (c) optimised classroom management. Each theme overlies several sub-themes that reflect substantial numbers of effective teaching elements. The review provides evidence that a teacher’s role is not limited to teaching but includes the provision of support to students and management of the classroom environment to optimise learning. This article previews the utilisation of these teaching elements in anatomy education and its implication to future medical education.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125902724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Lessons Learned from Using Twitter Chat for Educational Research 使用Twitter聊天进行教育研究的经验教训

Education in Medicine Journal Pub Date : 2022-09-28 DOI: 10.21315/eimj2022.14.3.9

A. Abdulaziz, A. Kurdi, S. Faqeh, S. Alansari, A. Alhajjaji, Moayad llihyani, M. Shoukath Ali

引用次数: 0

Validating the Medical Education e-Professionalism Framework Using the Content Validity Index 运用内容效度指标验证医学教育电子专业框架

Education in Medicine Journal Pub Date : 2022-09-28 DOI: 10.21315/eimj2022.14.3.3

S. S. Guraya, M. Yusoff, M. Z. Mat Nor, S. Fredericks, F. Rashid-Doubell, Denis W Harkin, Yousuf Guraya

{"title":"Validating the Medical Education e-Professionalism Framework Using the Content Validity Index","authors":"S. S. Guraya, M. Yusoff, M. Z. Mat Nor, S. Fredericks, F. Rashid-Doubell, Denis W Harkin, Yousuf Guraya","doi":"10.21315/eimj2022.14.3.3","DOIUrl":"https://doi.org/10.21315/eimj2022.14.3.3","url":null,"abstract":"The digital realm has changed the evolving landscape of medical professionalism. In this context, the authors have developed the Medical Education e-Professionalism (MEeP) framework to navigate the desired competencies of healthcare professionals in the digital world. This mission-based framework has three constructs of professional values, behaviours and identity, each with several relevant competencies. To determine the content validity of the MEeP framework, we adopted a systematic approach using the content validity index (CVI) by engaging six subject experts in the field. During an online meeting, a brief overview of MEeP was provided, and experts interacting in a real-time manner provided numerical ratings and free-text comments for each competency of all three constructs. The CVI scores ranged between 0.83 and 1.0, indicating acceptable content validity of all 12 items of the three MEeP constructs. Nine out of 12 items (conformity, benevolence, universalism and integrity [values]; communication and self-awareness [behaviour]; reflective, conscientious and self-actualisation [identity]) were unanimously deemed relevant by all experts. However, five out of six experts agreed on tolerance, power and self-direction items. After incorporating the experts’ opinions, the validated MEeP framework retained these three constructs. However, the comments of one expert regarding the self-awareness competency in the behaviour construct were given extra attention. We transferred the self-awareness competency from behaviour to the identity construct definition, making it a highly desirable attribute alongside self-regulation. The validated MEeP framework can now be effectively used by healthcare professionals to acquire the desired professional competencies in the digital realm.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129457765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Prevalence of Internet Addiction and Its Relationship with Psychological Distress Among Medical Students in a Malaysian Public University 马来西亚一所公立大学医学生网瘾流行及其与心理困扰的关系

Education in Medicine Journal Pub Date : 2022-09-28 DOI: 10.21315/eimj2022.14.3.2

Faiza Hasan Ansari Loh, Muhd Al-Aarifin Ismail, M. Yusoff, N. Fadzil

{"title":"Prevalence of Internet Addiction and Its Relationship with Psychological Distress Among Medical Students in a Malaysian Public University","authors":"Faiza Hasan Ansari Loh, Muhd Al-Aarifin Ismail, M. Yusoff, N. Fadzil","doi":"10.21315/eimj2022.14.3.2","DOIUrl":"https://doi.org/10.21315/eimj2022.14.3.2","url":null,"abstract":"The internet is an essential part of our daily lives. Studies have reported various impacts of internet addiction on humans, including anxiety, stress and depression. The current study explores the prevalence of internet addiction and its relationship with psychological distress among medical students in Malaysian public university. The current cross-sectional study was performed among second- to fifth-year Universiti Sains Malaysia (USM) medical students in the late 2019. The Internet Addiction Test (IAT) and the Depression, Anxiety and Stress Scale (DASS-21) were used to gather data. The data collected were analysed using the Statistical Package for the Social Sciences (SPSS) version 24.0. A Spearman correlation test and simple linear regression were used for the data analysis. A total of 386 medical students (96.5% response rate) participated in this study. Data analysis found that the prevalence of internet addiction among USM medical students was 6.7%. The results indicated a significant positive relationship between internet addiction and psychological distress. Extensive use of the internet was found to be associated with elevated levels of depression, stress and anxiety. Findings regarding the effects of internet addiction are similar to those in other studies conducted among Malaysian medical students. This study has provided essential insights into the relationship between internet addiction and psychological distress among medical students. Further investigation should be undertaken to explore other possibly addicted groups. Higher education providers should be aware of these internet addiction issues among their students and interventions should be introduced to tackle this problem.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126127320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Emotional Intelligence Among Medical Students and Its Relationship with Burnout 医学生情绪智力及其与职业倦怠的关系

Education in Medicine Journal Pub Date : 2022-09-28 DOI: 10.21315/eimj2022.14.3.4

Norwati Daud, A. F. Abdul Rahim, Mohamad Najib Mat Pa, Anisa Ahmad, Nurul Azreen Yusof, Nurulhuda Mat Hassan, N. Idris

{"title":"Emotional Intelligence Among Medical Students and Its Relationship with Burnout","authors":"Norwati Daud, A. F. Abdul Rahim, Mohamad Najib Mat Pa, Anisa Ahmad, Nurul Azreen Yusof, Nurulhuda Mat Hassan, N. Idris","doi":"10.21315/eimj2022.14.3.4","DOIUrl":"https://doi.org/10.21315/eimj2022.14.3.4","url":null,"abstract":"Burnout is associated with stress and mental health issues among medical students. Based on the previous studies, emotional intelligence (EI) has been proven to be protective against burnout. This cross-sectional study was conducted from December 2019 to January 2020 involving 182 medical students from a public university in Terengganu, Malaysia. The objective was to determine the level of EI among medical students and its relationship with burnout. They were requested to answer an online questionnaire that consisted of the Universiti Sains Malaysia Emotional Quotient Inventory (USMEQ-i) and Copenhagen Burnout Inventory (CBI). The mean score for students’ EI and burnout were calculated. The relationship between EI and burnout was analysed using Pearson correlation. Further analysis was done using simple linear regression. The findings show that more than half of the medical students had a high EI score (n = 105, 57.5%). The overall mean (SD) score of EI was 2.85 (0.52) which is also in the high category. The social competence domain score was noted to be higher than the personal competence domain. Burnout had a fair negative correlation with EI and it was statistically significant (r = –0.395, p < 0.001). An increase in one unit of the EI score will decrease the burnout score by 12.25 units. Thus, EI was significantly and negatively correlated with burnout among medical students. As it may play a role in helping medical students cope with stress and prevent burnout, training in EI is essential for their future professional development.","PeriodicalId":130340,"journal":{"name":"Education in Medicine Journal","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131125356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2