Is the development of emotional intelligence important in meaningful learning?

We explored emotional intelligens in medical student:

Medical students’ specialty preference (SP) for future areas of expertise in the context of theirprofession has always been in focus of interest. The purpose of this study was fourfold: (i) To disclose medical students’ SP; (ii) To reveal SP’s underlying extrinsic, intrinsic or dual motivations;(iii) To assess medical students’ trait emotional intelligence (EI), and general sense of perceived self-efficacy (GSE); (iv) To observe gender differences in SP choice. 93% out of 318 medical studentscompleted questionnaires comprising 13 SP hints and student’s underlying motivation for SP.By Trait Emotional Intelligence Questionnaire–Short Form and General Self-Efficacy Scale, students’personality characteristics were self-rated. By principal component analysis, the components ‘workingsituation’ (reflecting extrinsic motivation), ‘specialty prospect’ (suggesting intrinsic motivation) and‘Career Opportunity’ (indicating dual motivation) were scrutinised. Students scoring high on trait EI and GSE were analysed separately. Male students prioritised surgical specialties (26%); female students preferred general practice (13.7%). Female students exhibited intrinsic motivation inSpecialty Prospect; male students displayed extrinsic motivation in Career Opportunities. High traitEI-scoring male students surpassed high-scoring female students; high GSE-scoring male studentsexceeded high-scoring female students; also, in the total sum GSE as opposed to total sum of trait EIscores, where no gender difference emerged. Components specialty prospect and career opportunityrelated to students’ trait EI and GSE. Family characteristics linked to students’ trait EI and GSE alongwith their SP choice. In conclusion, male students prioritised surgical specialties as opposed to femalestudents, who preferred general practice. The underlying motivation attracting a student to SP was revealed. Female students were intrinsically motivated, more so than male students, who displayedextrinsic ambition. High trait EI-scoring male students surpassed high-scoring female students, but no gender difference was found in total EI sum. High GSE-scoring male students exceeded high-scoring female students, also in total GSE sum. Trait EI and GSE were non-interchangeable butcomplementary measures informative in medical education (PDF) Medical Students’ Specialty Preference Relative to Trait Emotional Intelligence and General Self-Efficacy. Available from: https://www.researchgate.net/publication/342598809_Medical_Students'_Specialty_Preference_Relative_to_Trait_Emotional_Intelligence_and_General_Self-Efficacy [accessed Nov 14 2024].

*Why EI is essential for meaningful learning:*

1. Self-awareness: Understanding emotions, values, and motivations.

2. Self-regulation: Managing stress, anxiety, and emotions.

3. Motivation: Driving force behind learning and achievement.

4. Empathy: Understanding others' perspectives and needs.

5. Social skills: Effective communication, collaboration, and relationships.

*Benefits of EI development for learning:*

1. Improved academic performance

2. Enhanced critical thinking and problem-solving

3. Better decision-making and judgment

4. Increased creativity and innovation

5. Effective stress management and well-being

6. Stronger relationships with peers and teachers

7. Increased resilience and adaptability

8. Improved communication and collaboration skills

*How to integrate EI development into learning:*

1. Social-Emotional Learning (SEL) programs

2. Mindfulness and self-reflection practices

3. Emotional awareness and regulation strategies

4. Empathy-building activities

5. Conflict resolution and negotiation training

6. Collaborative learning and group work

7. Feedback and self-assessment opportunities

8. Incorporating emotional intelligence into curriculum design

Sí, el desarrollo de la inteligencia emocional (IE) es fundamental para el aprendizaje significativo. La IE permite a los estudiantes reconocer, comprender y gestionar sus emociones, lo que mejora su capacidad de concentración, motivación y resolución de conflictos. Además, fomenta habilidades como la empatía y la comunicación, esenciales para un entorno de aprendizaje positivo y colaborativo.

La educación emocional también potencia el rendimiento académico al reducir el estrés y la ansiedad, promoviendo un bienestar integral que facilita una mejor asimilación de los conocimientos