情绪智力在外科教育中的应用：范围综述

IF 2.1 3区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of Surgical Education Pub Date : 2025-08-05 DOI:10.1016/j.jsurg.2025.103627

Arshad Ali MBBS, MPH , Noman Shah MBBS , Ahsan Sethi BDS, MPH, MMEd, PhD , Karen Gordes PhD, PT, DScPT , Violet Kulo EdD, PhD

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引用次数: 0

摘要

情绪智力（EI）包括感知、理解和管理情绪的能力，越来越被认为是外科教育中一项重要的非技术（软）技能。它的相关性延伸到压力管理，领导和沟通，在高风险的外科环境的基本特征。尽管在理论上具有重要意义，EI还没有被充分地嵌入到结构化的外科培训课程中。本综述旨在总结主要发现，检查使用的工具，找出文献中的空白，并强调EI在外科教育中的应用的未来研究机会。方法采用Joanna Briggs研究所框架和PRISMA-ScR指南进行范围审查。五个数据库- medline， Embase, Scopus， PsycINFO和Web of science -系统地检索了1990年至2024年间发表的研究。符合条件的研究集中于外科培训生（住院医师、实习生、研究员和外科背景下的医学生）的EI，特别不包括执业外科医生，以强调EI的教育方面。数据提取包括研究设计、EI测量工具、结果测量和学术应用。所选研究的方法学质量使用医学教育研究质量工具进行评估。结果在4336份记录中，纳入了25项研究，其中22项涉及外科实习生，3项关注外科背景下的医学生。大多数研究是横断面研究（n = 14），其次是纵向研究（n = 4），准实验研究（n = 4），并分别采用描述性、相关性和混合方法设计。最常用的情商评估是特征情商问卷- teique（ = 15），其次是迈尔-萨洛维-卡鲁索情商测试- msceit（ = 4），情商量表- eq -i（ = 3）和其他工具（ = 3）。情商与减少倦怠、增强抗压能力和改善沟通有关（n = 18），而7项研究发现两者之间的联系微乎其微。很少有研究探讨患者预后（n = 2）、文化（n = 1）或跨专业（n = 1）方面。基于模拟的训练（n = 1）和反思性练习（n = 1）显示出对情商发展的希望。结论sei提高了外科培训生的幸福感、沟通能力和领导能力。然而，其整合是阻碍了方法的不一致和背景异质性在外科教育。主要的差距包括缺乏标准化的评估工具、有限的纵向研究以及与基于能力的框架的不充分一致。推进EI的应用需要采用创新的、循证的教学方法来培养为未来做好准备的情绪弹性外科医生。

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Application of Emotional Intelligence in Surgical Education: A Scoping Review

BACKGROUND

Emotional Intelligence (EI) encompasses the ability to perceive, understand, and manage emotions and is increasingly recognized as a vital nontechnical (soft) skill within surgical education. Its relevance extends to stress management, leadership, and communication, essential traits in high-stakes surgical environments. Despite its theoretical importance, EI has yet to be adequately embedded into structured surgical training curricula. This scoping review aims to summarize key findings, examine the tools used, identify gaps in the literature, and highlight future research opportunities in the application of EI in surgical education.

METHODS

A scoping review was conducted using the Joanna Briggs Institute framework and PRISMA-ScR guidelines. Five databases—MEDLINE, Embase, Scopus, PsycINFO, and Web of Science—were systematically searched for studies published between 1990 and 2024. Eligible studies focused on EI in surgical trainees (residents, interns, fellows, and medical students in surgical contexts), specifically excluding practicing surgeons, to emphasize the educational aspect of EI. Data extraction included study design, EI measurement tools, outcome measures, and academic application. The methodological quality of the selected studies was assessed using the Medical Education Research Study Quality Instrument.

RESULTS

Out of 4336 records, 25 studies were included, with 22 involving surgical trainees and 3 focusing on medical students in surgical contexts. Most studies were cross-sectional (n = 14), followed by longitudinal (n = 4), quasi-experimental (n = 4), and one each using descriptive, correlational, and mixed-methods designs. The most used EI assessment was the Trait Emotional Intelligence Questionnaire-TEIQue (n = 15), followed by the Mayer-Salovey-Caruso Emotional Intelligence Test-MSCEIT (n = 4), Emotional Quotient Inventory-EQ-i (n = 3), and other tools (n = 3). EI was linked to reduced burnout, greater stress resilience, and improved communication (n = 18), while 7 studies found minimal association. Few studies explored patient outcomes (n = 2), cultural (n = 1), or interprofessional (n = 1) aspects. Simulation-based training (n = 1) and reflective exercises (n = 1) showed promise for EI development.

CONCLUSIONS

EI enhances the well-being, communication proficiency, and leadership capacity of surgical trainees. However, its integration is hindered by methodological inconsistencies and contextual heterogeneity within surgical education. Key gaps include the lack of standardized assessment tools, limited longitudinal research, and insufficient alignment with competency-based frameworks. Advancing EI application requires the adoption of innovative, evidence-informed pedagogical approaches to cultivate emotionally resilient surgeons prepared for the future.

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来源期刊

Journal of Surgical Education EDUCATION, SCIENTIFIC DISCIPLINES-SURGERY

CiteScore

5.60

自引率

10.30%

发文量

261

审稿时长

48 days

期刊介绍： The Journal of Surgical Education (JSE) is dedicated to advancing the field of surgical education through original research. The journal publishes research articles in all surgical disciplines on topics relative to the education of surgical students, residents, and fellows, as well as practicing surgeons. Our readers look to JSE for timely, innovative research findings from the international surgical education community. As the official journal of the Association of Program Directors in Surgery (APDS), JSE publishes the proceedings of the annual APDS meeting held during Surgery Education Week.