Scholarlink

Background <p>Emotional intelligence (EI) is a vital competency in the medical field, contributing to communication, empathy, and resilience. In the Middle East, traditional medical curricula often fail to incorporate EI training, despite its importance being adequately recognized. This study evaluates the impact of a structured elective on emotional intelligence among third-year medical students at an Egyptian medical school.</p> Methods <p>A quasi-experimental pre-post design was employed, focusing on the first two levels of the Kirkpatrick evaluation model: Reaction (learner satisfaction) and Learning (acquisition of knowledge and skills). The intervention employed interactive techniques, including small-group discussions, role-playing, reflective writing, and multimedia presentations. Learner satisfaction was assessed using a validated Students’ Evaluation of Teaching (SETs) survey. EI knowledge and competencies were measured with a 22-item knowledge test and the Schutte Self-Report Emotional Intelligence Test (SSEIT) administered before and after the course. Quantitative data were analyzed using paired t-tests, Cohen’s d, and an Agreement Index; qualitative feedback from open-ended questions was analyzed using thematic analysis.</p> Results <p>Following the intervention, there were notable improvements in EI knowledge (mean score increased from 11.81 to 14.42, <i>p</i> &lt; 0.001) and overall, EI scores (122.36 to 126.69, <i>p</i> &lt; 0.001), with significant effect sizes (Cohen’s d = 0.94 and 2.03, respectively). Students expressed high satisfaction with interactive activities and reflective exercises (Agreement Index = 4.9/5). Although some suggested a more integrated approach to clinical scenarios, qualitative feedback highlighted improvements in self-awareness, empathy, and clinical relevance.</p> Conclusions <p>A brief, constructivist, curriculum-integrated EI elective led to significant improvements in EI knowledge, self-reported EI, and learner satisfaction among Egyptian medical students, supporting the feasibility and value of systematic EI instruction in undergraduate medical curricula. These findings provide quasi-experimental evidence from the Middle East that EI competencies can be developed through targeted educational interventions.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Enhancing emotional intelligence in Egyptian medical students: a quasi-experimental study using Kirkpatrick’s model

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月19日

查看全文
  • Rania Hadhoud,
  • Omayma Hamed,
  • Maram Hassan

摘要

Background

Emotional intelligence (EI) is a vital competency in the medical field, contributing to communication, empathy, and resilience. In the Middle East, traditional medical curricula often fail to incorporate EI training, despite its importance being adequately recognized. This study evaluates the impact of a structured elective on emotional intelligence among third-year medical students at an Egyptian medical school.

Methods

A quasi-experimental pre-post design was employed, focusing on the first two levels of the Kirkpatrick evaluation model: Reaction (learner satisfaction) and Learning (acquisition of knowledge and skills). The intervention employed interactive techniques, including small-group discussions, role-playing, reflective writing, and multimedia presentations. Learner satisfaction was assessed using a validated Students’ Evaluation of Teaching (SETs) survey. EI knowledge and competencies were measured with a 22-item knowledge test and the Schutte Self-Report Emotional Intelligence Test (SSEIT) administered before and after the course. Quantitative data were analyzed using paired t-tests, Cohen’s d, and an Agreement Index; qualitative feedback from open-ended questions was analyzed using thematic analysis.

Results

Following the intervention, there were notable improvements in EI knowledge (mean score increased from 11.81 to 14.42, p < 0.001) and overall, EI scores (122.36 to 126.69, p < 0.001), with significant effect sizes (Cohen’s d = 0.94 and 2.03, respectively). Students expressed high satisfaction with interactive activities and reflective exercises (Agreement Index = 4.9/5). Although some suggested a more integrated approach to clinical scenarios, qualitative feedback highlighted improvements in self-awareness, empathy, and clinical relevance.

Conclusions

A brief, constructivist, curriculum-integrated EI elective led to significant improvements in EI knowledge, self-reported EI, and learner satisfaction among Egyptian medical students, supporting the feasibility and value of systematic EI instruction in undergraduate medical curricula. These findings provide quasi-experimental evidence from the Middle East that EI competencies can be developed through targeted educational interventions.