ArticleEuropean journal of dental education : official journal of the Association for Dental Education in Europe2026
Learning Styles and Emotional Intelligence in University Students Studying Dentistry, Medicine and Pharmacy.
Article in European journal of dental education : official journal of the Association for Dental Education in Europe, 2026. 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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1 citing paper in PubMed.
- Learning Styles and Emotional Intelligence in University Students Studying Dentistry, Medicine and Pharmacy.European journal of dental education : official journal of the Association for Dental Education in Europe · 2026Article
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7 authors.
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Abstract
objectivesThis descriptive and correlational study investigates the learning styles (LS) and emotional intelligence (EI) of students enrolled in medicine, dentistry, and pharmacy degree programmes. The study examines gender and programme-related differences and analyses the correlation between LS and EI. MATERIALS AND
methodsA total of 247 students (57 men and 190 women) participated, completing the Honey-Alonso Learning Styles and the Trait Meta-Mood Scale (TMMS-24) questionnaires to assess perceived EI. Data were collected via the Qualtrics XM platform from January to September 2023.
resultsResults indicated significant differences among the four learning styles (F(3, 738) = 66.511, p < 0.001), with the highest scores in the reflector and theorist styles, and no gender differences observed. Across all three degree programmes, the highest scores were also found in the reflector and theorist styles, though significant differences were noted in reflector-style scores among the programmes (F(2, 244) = 3.097, p = 0.047): dentistry students scored the lowest (M = 7.97) compared to medicine (M = 9.50) and pharmacy (M = 9.09). All four learning styles showed positive and significant correlations with emotional clarity (r ranging from 0.145 to 0.182); students with a better understanding of their emotional states scored higher in all learning styles. Additionally, the activist style was positively correlated with emotional repair (r = 0.136).
conclusionsReflector and theorist styles were predominant among the students, with no gender differences. The association between LS and the emotional clarity component of EI may inform the design of teaching methodologies; though further exploration is required due to the study's sample limitations. Tailored educational programmes focusing on LS and EI could enhance skill acquisition.
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