College
Rowan-Virtua School of Osteopathic Medicine
Keywords
Education, Curriculum, Emotional Intelligence, Interpersonal Communication Skills
IRB or IACUC Protocol Number
PRO-2024-36
Date of Presentation
5-1-2025 12:00 AM
Poster Abstract
Background: Medical schools employ various curricula to foster medical knowledge and professional competencies. Emotional intelligence (EQ)—the capacity to manage emotions and interpersonal relationships—is essential in clinical care. While research links EQ to academic and communication skills in nursing and international medical students, limited data exist for U.S. medical students, particularly regarding curriculum type.
Objective: This study evaluates whether different curricula—Problem-Based Learning (PBL) and Synergistic-Guided Learning (SGL)—are associated with differences in EQ and interpersonal communication skills (ICS) at Rowan-Virtua SOM.
Methods: EQ was measured using the MySkills Profile (EIQ16). ICS scores were derived from standardized patient encounters in the pre-clinical years. Comparative analyses assessed differences between PBL and SGL students and examined the relationship between EQ and ICS.
Results: Two-tailed t-test showed SGL students demonstrated significantly higher EQ scores than PBL students (p < 0.05). PBL students scored significantly higher on first-year exams, while second-year exam differences were not significant. SGL students outperformed PBL students in ICS during Events 5 and 7 (p < 0.05). However, contrary to our hypothesis, the correlation between EQ and ICS was weak and did not significantly differ between curricula.
Conclusion: Curriculum structure may influence specific educational outcomes, including EQ and communication skills. Nonetheless, EQ’s relationship with ICS appears consistent across learning models.
Limitations & Future Directions: Findings are based on a single cohort and assessment tool. Future work should include longitudinal, multi-cohort studies with varied EQ measures to better understand curriculum impact and guide interventions to enhance EQ throughout training.
Disciplines
Behavior and Behavior Mechanisms | Health Communication | Medical Education | Medical Humanities | Medicine and Health Sciences | Psychological Phenomena and Processes
Included in
Behavior and Behavior Mechanisms Commons, Health Communication Commons, Medical Education Commons, Medical Humanities Commons, Psychological Phenomena and Processes Commons
Pathways Beyond Performance: How Curriculum Style Impacts Emotional Intelligence and Interpersonal Communication in Medical Students
Background: Medical schools employ various curricula to foster medical knowledge and professional competencies. Emotional intelligence (EQ)—the capacity to manage emotions and interpersonal relationships—is essential in clinical care. While research links EQ to academic and communication skills in nursing and international medical students, limited data exist for U.S. medical students, particularly regarding curriculum type.
Objective: This study evaluates whether different curricula—Problem-Based Learning (PBL) and Synergistic-Guided Learning (SGL)—are associated with differences in EQ and interpersonal communication skills (ICS) at Rowan-Virtua SOM.
Methods: EQ was measured using the MySkills Profile (EIQ16). ICS scores were derived from standardized patient encounters in the pre-clinical years. Comparative analyses assessed differences between PBL and SGL students and examined the relationship between EQ and ICS.
Results: Two-tailed t-test showed SGL students demonstrated significantly higher EQ scores than PBL students (p < 0.05). PBL students scored significantly higher on first-year exams, while second-year exam differences were not significant. SGL students outperformed PBL students in ICS during Events 5 and 7 (p < 0.05). However, contrary to our hypothesis, the correlation between EQ and ICS was weak and did not significantly differ between curricula.
Conclusion: Curriculum structure may influence specific educational outcomes, including EQ and communication skills. Nonetheless, EQ’s relationship with ICS appears consistent across learning models.
Limitations & Future Directions: Findings are based on a single cohort and assessment tool. Future work should include longitudinal, multi-cohort studies with varied EQ measures to better understand curriculum impact and guide interventions to enhance EQ throughout training.
