Emotional intelligence (EI) involves the awareness and management of personal and others' emotions. Although EI has been found to be positively associated with the academic performance of dental students, limited evidence exists regarding methods to improve the EI among dental students. Purpose: The purpose of this study was to determine whether the inclusion of EI training in a communication and ethics course would improve EI levels among dental students. Methods: Upon institutional review board exemption, this study used a pre-test/posttest research design. Second-year dental students, enrolled in a Communication and Ethics in Dentistry course, were invited to participate. Participants completed a survey of demographic questions and a 30-item Emotional Quotient Self-Assessment Checklist at the beginning and end of the course. Participants received reports of their pre-test and post-test EI scores. Results: Of the 120 enrolled, 97.5% (n = 117) completed the pre-test survey and 91.7% (n = 110) completed the post-test survey. Independent samples t-tests revealed significant improvements in EI scores from pre-test (M = 111.9, SD = 9.8) to post-test (M = 118.8, SD = 11.2) (P < 0.001). About 75% of participants agreed that knowing their EI scores was helpful in general, knowing their EI scores was helpful in the classroom setting, and the course content and course activities helped the improvement of EI scores. Nearly 90% of participants agreed that knowing their EI scores would be helpful in the clinical setting. Conclusion: Future research should evaluate the longitudinal effects and impact of the EI training to determine how EI should be addressed in the overall dental curriculum.
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.
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.
Dental care in the U.S. is based on a general practice model of care delivery that can be enhanced by the integration of the dentists and allied dental professionals. There are 25 U.S. dental schools with associated dental hygiene programs, presenting distinctive opportunities for educating the dental health care team. Integrated educational clinical experiences are believed to positively influence teamwork and quality of care that parallels the authentic general practice environment. Lean management, developed by Toyota and used in a variety of types of organizations including health care, provides a distinctive blend of engineering principles and operations management to enhance business and operations processes. A fundamental principle of Lean management is the elimination of waste and preservation of only those value‐added components of a process. The faculty and staff of The Ohio State University College of Dentistry, trained in Lean process improvement, applied techniques to enhance and integrate an inefficient patient intake (admissions) process. The aim of this initiative was to improve patient throughput in the patient intake process and to provide dental and dental hygiene students with enhanced educational experiences from improved clinical integration. These goals were achieved through streamlining patient flow and relocating major phases of the process. Although new patient retention and cancellation/no‐show rates remained mostly unchanged, this enhancement project resulted in improved access to care, improved continuity of care, expanded scope of dental services offered, improved patient satisfaction, and enhanced dental and dental hygiene student collaboration and teamwork. These outcomes suggest that process improvement initiatives can serve as valuable opportunities for integration of the dental health care team.
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