ArticleJournal of education and health promotion2025
The development and effectiveness of ability based model intervention on emotional intelligence in final year medical students: A randomized control trial.
Article in Journal of education and health promotion, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- A scientometric update of the evolution of national scientific production in dental educators in Peru according to gender disparity.Journal of education and health promotion · 2026Article
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundTeaching and assessment of emotional intelligence (EI) is not a part of the current curriculum and is learned by the students only by wilful and passive observation. Emotional intelligence (EI) is a cognitive ability required to monitor one's capability of effectively controlling one's own emotions and other's feelings and discriminate among them, to use this information to guide one's thinking and actions. This randomized control study investigates the development and effectiveness of an ability-based model intervention aimed at enhancing emotional intelligence (EI) and determining EI's correlation with academic achievement in final-year medical students. MATERIALS AND
methodsEighty-four final-year medical students were randomly assigned in two groups. The validated ability-based EI training module was introduced to the intervention group and involved in four-hour teaching sessions using a facilitated teaching format. The study employed validated measures Schutte Self-Report Emotional Intelligence Test (SSEIT) for Malaysian students to assess emotional intelligence domains before and after the intervention. Portfolio defense total marks were used as an academic achievement.
resultsThere was an improvement in emotional intelligence among the intervention group, with mean (131.06) and mean difference (95%CI), 1.07 (.327 -1.815),
conclusionThis research underscores the potential efficacy of an ability-based model intervention in fostering emotional intelligence development among medical students. The implications of improved emotional intelligence in undergraduate medical students are discussed, emphasizing the relevance of incorporating targeted interventions into medical education for the holistic preparation of future inclusion in the medical curriculum.
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