Relationships among emotional intelligence, ego resilience, stress in clinical practice of dental hygiene students

Joo, Kang Hyun

doi:10.13065/jksdh.2016.16.04.625

Cited by 1 publication

(1 citation statement)

References 13 publications

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“…Effective communication involves a complicated process including the perception of emotions, self-control, and the use of emotions to assist in future performance [61]. Patient dissatisfaction in dental practice is most often caused by the dentist's poor communication skills, notwithstanding his or her good academic knowledge and technical abilities [62][63][64]. On the other hand, a dentist with high emotional intelligence can successfully communicate with worried patients and persuade them toward positive lifestyles.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Association between Emotional Intelligence and Academic Performance and Stress Factors among Dental Students: A Scoping Review

et al. 2022

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Background: Numerous studies have been conducted to explicate the scope of emotional intelligence in educational success and coping with stress in different academic sectors, but very few have been conducted with dental students. This scoping review aimed to ascertain the role of emotional intelligence in academic performance and stress factors among dental students. Methods: All publications in the English language between 2001 and 2020 were retrieved employing MeSh keywords. Academic resources such as Pubmed, Pubmed Central, EMBASE, Web of Science, EBSCO-Host, Cochrane, PROSPERO, and ARU E-library were comprehensively searched for empirical research. One thousand, three hundred and fifty-nine papers were screened according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards for inclusion and exclusion criteria. These publications were then evaluated further by deleting duplicates, examining full-text articles, and conducting an abstract assessment. This review included a critical appraisal of 24 articles. Results: The narrative analysis method was applied to evaluate the data retrieved from publications regarding EI, academic performance, and stress factors. The review found that EI had a greater impact on the educational success of dental students throughout their clinical years. Moreover, EI may be a key tool in coping with stress and negative emotions. Higher EI scores were shown to be associated with better performance in organizational and leadership abilities, which are important for career advancement. Conclusion: The review suggested including EI training in the dental curriculum. Furthermore, EI should be used as a selection criterion for admission to dental education.

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