Doyle Kirkeby posted an update 11 months ago
Alaysian medical schools, were included in a one-page paper form. The items were: age, gender (male or female), ethnicity of student based on their paternal side (Malay, Chinese, Indian, Aborigine or other), total income of all family members of parents and siblings in Ringgit Malaysia (20 000), and having a medical doctor in the family (first and second degree relatives, from grandparents to children of the siblings). A series of questions examined self-perceived support from family (encouragement, financial support, etc.) in pursuing the study of medicine, self-perceived decision to study medicine based on family or personal choice, extent of social life while on campus (including hostels, hospitals etc.), enjoyment in studying medicine, anxiety (feelings of distress and overwhelmed) and religiosity (in adhering to one’s religion’s requirement and ways of life). These questions employed a five point Likert scale (very satisfied to very unsatisfied). The last two items were about perceptions of the teaching facility (availability and experiences in utilising teaching and learning facilities in the residing campus and/or hospital) and teacher quality (teacher’s ability to deliver course materials). These responses were recorded on a five-point Likert scale from very satisfied to very unsatisfied. These variables were chosen for their possible effect on academic performance in medical schools . The questionnaires were pilot tested with 12, year four medical students for clarity and acceptability and minor modifications were made to increase clarity.The settingThe first- and final-year medical students were contacted in the second semester. The timing was such so that EI assessment was close to the final examination. A briefing on the study was held in their respective classes, and the information sheet and consent form wereData were analysed using Statistical Package for the Social Sciences (SPSS) version 19. Independent variables were the demographic parameters and the total MSCEIT scores while the dependent variables were the student’s assessment marks and grades. Some of the demographic variables were dichotomised and coded as a “1” as follows: female, high income (> RM 10 000), have a doctor in the family, good family support (very good and good ratings), self-intention to study medicine (disagree and very disagree ratings), socialize well in the campus (very agree and agree ratings), enjoy studying medicine (very agree and agree ratings), feeling anxious (disagree and very disagree ratings), religiosity (very agree and agree ratings), satisfaction with teaching facility and teacher quality, both were (very satisfied and satisfied ratings). Good and poor overall academic Ider’s clinical outcome data to respond to incidents or performances were defined as examination marks 70 and < 60 , respectively. For the final-year medical students, we used 65 as the cut-off for good academic performance. These cut-offs were used mainly to allow adequate sample sizes for analyses and yet remain meaningful in terms of their impact on promotion or granting of the degree. The independence assumption and multicolinearity were checked and satisfied.This result could indicate the significant presence of a direct EI effect on academic performance in medical education. The EI influence on academic performance seemed mainly due to students' ability to accurately perceive emotions and to their ability to understand emotional causes. This knowledge would e.