ArticleAdvances in medical education and practice2023
Emotional Intelligence and Resilience "PROGRAM" Improves Wellbeing and Stress Management Skills in Preclinical Medical Students.
Article in Advances in medical education and practice, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
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Who cites it
9 citing papers in PubMed, 16 citations in OpenAlex.
- Considerations for Co-creating a Culture of Well-being at your Medical Institution.Medical science educator · 2026Article
- Feasibility and impact of emotional intelligence training in preclinical medical education.BMC medical education · 2026Article
- Identifying Core and Bridge Nodes of Psychological Capital and Social-Emotional Competence Among Medical Students: A Network Analysis Study.Psychology research and behavior management · 2026Article
- Mental Health and Resilience in Nursing Students: A Longitudinal Study.International journal of environmental research and public health · 2025Article
- Article
- How do medical students' expectations shape their experiences of well-being programmes?Medical education · 2025Article
- Sustained Impact of an Emotional Intelligence and Resilience Curriculum for Medical Students.Advances in medical education and practice · 2024Article
- Comment on "Emotional Intelligence and Resilience 'PROGRAM' Improves Wellbeing and Stress Management Skills in Preclinical Medical Students" [Letter].Advances in medical education and practice · 2023Article
- Systematic Review of Healthcare Curriculum for Training in Emotional Intelligence Within Physicians, Residents, and Medical Students.Journal of medical education and curricular developmentReview
Corrections and comments
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Authors and funding
6 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: The purpose of this study was to determine if implementation of a new educational curriculum focusing on Emotional Intelligence (EI) and Resilience improved second year medical student scores in these areas. Methods: Our EI-Resilience curriculum was offered as an elective for second year medical students to voluntarily enroll in. The elective consisted of six 2-hour sessions taught by a single faculty member over eight months. Sessions focused on development of EI skills and teaching a Resilience "PROGRAM" (Positive thinking, Reframing, Optimism, Gratitude, Reflection, Altruism, Meaning). Participants' EI levels were assessed before and after the elective using the Bar-On Emotional Quotient Inventory 2.0 (EQ-i 2.0). Results: Over a period of 2 years, 70 students participated in the elective. The overall mean EI score significantly improved after the educational elective (100.05 ± 12.94 versus 108.14 ±12.36, Conclusion: An EI-Resilience curriculum offered as an elective to second year medical students was well received by students. Our outcomes showed significant improvement in students' EI scores and all sub-scores, including all components of the stress management composite and well-being score. Teaching EI skills and Resilience strategies in the preclinical setting might be an opportune time for this type of educational intervention.
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Registered trials
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