Is Gender-Based Approach Applicable to the Development of Medical Students' Emotional Intelligence and Empathic Abilities as Key Professional Competences for an Aspiring Physician?

Autor/inn/en	Vetluzhskaya, Maria V.; Abramova, Antonina A.; Serdakova, Kira G.; Maximova, Maria E.
Titel	Is Gender-Based Approach Applicable to the Development of Medical Students' Emotional Intelligence and Empathic Abilities as Key Professional Competences for an Aspiring Physician?
Quelle	In: European Journal of Contemporary Education, 10 (2021) 3, S.740-755 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2305-6746
Schlagwörter	Medical Students; Medical Education; Competency Based Education; Student Development; Emotional Intelligence; Empathy; Gender Differences; Self Motivation; Physician Patient Relationship; Occupational Aspiration; Foreign Countries; Russia (Moscow) + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Emotionale Intelligenz; Empathie; Geschlechterkonflikt; Arzt-Patient-Beziehung; Berufsneigung; Berufsziel; Ausland
Abstract	Emotional intelligence (EI) and empathy are important for doctor's work. But is there a place for a gender approach to develop the qualities? The aim of the research was to evaluate EI and empathic abilities (EA) in medical students through their gender to streamline the learning process and to develop professional competencies more effectively. The research included 104 medical students, 34 men and 70 women. Analysis of gender, cumulative and partial EI and EA was done by Bem, Hall and Boiko self-questionnaires respectively. IBM STATISTICA 8.0 was used for statistical analysis. Regardless of gender, most of the students had an average and a low level of EI with "managing your emotions" found to be the weakest. Males had higher cumulative EI and significantly better developed "managing your emotions" and "self-motivation". Females had higher empathy level. All students had understated cumulative EA level. Rational channel, emotional ?hannel, intuitive channel were the weakest. Cumulative EA level was significantly higher in females as well as levels of rational channel, emotional drip, intuitive channel, attitudes that promote empathy. All respondents have a potential to develop EI and EA by the weakest components improvement such as "managing your emotions", rational, emotional and intuitive channels. Gender differences determine the need to develop self-motivation in females and empathy in males at high medical school. Gender approach may promote universal and professional competencies of aspiring physician. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01