Association Between Emotional Intelligence and Academic Performance Among Dental Hygiene Students

Relationship Between Original Research Experiences and Evidence-Based Practice Among Undergraduate Dental Hygiene Students

OBJECTIVES

For the dental hygiene profession, a need exists to engage students in research experiences as undergraduate students to foster interest in research and improve the implementation of evidence-based practice. The purpose was to explore the relationships between original research experiences and evidence-based practice among undergraduate dental hygiene students.

METHODS

This quantitative survey research study of undergraduate dental hygiene students in the USA was conducted in 2021. Original research experience was measured using the Wessex Research Network (WReN) spider instrument and evidence-based practice was measured using the Knowledge, Attitudes, Access and Confidence Evaluation (KACE) instrument. Invitation e-mails were sent to the directors of US entry-level dental hygiene programs to forward the survey e-mail message to students in the last semester of their dental hygiene programs. The data were analysed using descriptive statistics, bivariate analysis and multiple linear regression analysis.

RESULTS

A total of 128 responses were analysed. The foundational knowledge domain of research experience was found to be a significant predictor of evidence-based practice and the mediators of evidence-based knowledge, evidence-based attitudes, evidence-based access and evidence-based confidence.

CONCLUSION

Research experience was found to be a significant predictor of Evidence-Based Practice. Engaging undergraduate dental hygiene students in research opportunities may prepare students for the clinical application of evidence-based practice and original research projects.

The Association Between Emotional Intelligence and Academic Performance of Dental Students at King Saud University, Riyadh, Saudi Arabia

INTRODUCTION

Emotional intelligence (EI) is reported to be associated with better academic performance. However, few studies from the Middle East have assessed whether EI affects academic performance in dental students. The objective of this study was to evaluate the relationship between EI and academic performance in a sample of Saudi Arabian dental students.

METHODS

This cross-sectional, questionnaire-based study included first-year to fifth-year dental students and dental interns who were enrolled at King Saud University (KSU) in Riyadh, Saudi Arabia, for the 2023-2024 academic year. Eligible students were invited to complete the self-administered Schutte Self-Report Emotional Intelligence Test (SSEIT) and a demographic questionnaire between October 2023 and January 2024. Academic performance was assessed based on each student's self-reported overall current grade point average (GPA) and was dichotomized into high GPA (between 4.5 and 5) and low GPA (less than 4.5).

RESULTS

Of the 437 eligible students, 330 (75.5%) completed the questionnaires. The logistic regression analysis, after sequentially adjusting for various risk factors, showed significantly better academic performance for those who had higher EI (OR=2.6, P-value=0.02).

CONCLUSION

The findings of this study suggest a significant association between EI and academic success. EI is essential for improving academic performance in dental education.

Evaluation of relational factor in patient satisfaction with the treatment received by dental students

INTRODUCTION

The study focused on the importance of the relational factor and empathy in the general satisfaction of patients for the treatment received by university dental students. To achieve this objective, a tool capable of evaluating the most humanistic dimensions (empathy, kindness, trust) in the development of dental treatment has been designed.

MATERIALS AND METHODS

A review of the literature was carried out and, based on its findings, a questionnaire was designed to assess patient satisfaction with the dental student's empathy. It consisted of 20 questions and was completed by 80 patients. The questionnaire was subjected to a validation process using the Delphi method (content validity) and psychometric analysis (construct validity), through a principal components analysis (PCA).

RESULTS

The results of the PCA showed the existence of four components that suggest grouping the 20 questions into three blocks with a sequential structure, in which the questions would describe the patient's satisfaction throughout their treatment: reception and explanation of the treatment; development and progress of treatment; and expectations and completion of treatment. In each of these blocks, satisfaction was determined by a specific humanistic dimension: communication, trust and benevolence.

CONCLUSION

The validated questionnaire is an effective tool to analyse the relational factors that determine patient satisfaction in a treatment. Furthermore, the analysis of the questionnaire suggests that communication, trust and benevolence are elements that acquire singular importance throughout the care process. This analysis is essential for the acquisition of humanistic skills by future professionals and to optimize the dentist-patient relationship.

Emotional intelligence as a predictor of conflict management styles among dental hygiene students

INTRODUCTION

In dental hygiene education, a combination of ethics and professionalism, critical thinking, and problem-solving skills are utilized while managing conflict in academic settings, especially in academic clinical patient care settings. Limited evidence exists in determining whether emotional intelligence is related to conflict management styles (CMS).

PURPOSE

The purpose of this study was to determine whether relationships exist between emotional intelligence and CMS among undergraduate dental hygiene students.

METHODS

This quantitative cross-sectional survey research study involved a non-probabilistic sample of undergraduate dental hygiene students in the Western United States. The survey instrument consisted of three parts: 1. The Rahim Organizational Conflict Inventory-II (ROCI-II) included 28 questions measuring 5 CMS; 2. The Emotional Quotient Self-Assessment Checklist (EQSAC) included 30 questions measuring 6 domains of emotional intelligence (EI); and 3. Demographic questions. The data were analysed using descriptive statistics, correlational statistics and multiple linear regression.

RESULTS

The responses from 92 participants were analysed. Most dental hygiene participants had EI scores in the moderate range and mainly used the collaborative and compromising CMS. Total EI scores were significant predictors of collaborative, compromising, accommodating and competing CMS.

CONCLUSION

Improving EI scores may contribute to the increased use of the collaborative and compromising CMS in dental hygiene education.

Self-efficacy of medical students in a hybrid curriculum course (traditional and problem-based learning) and associated factors

Self-efficacy consists of the judgment of one's abilities to perform actions required to achieve a given performance, which has been considered predictive of performance. In academics, it means personal convictions in accomplishing a task to a defined degree of quality. Numerous studies have investigated medical students' self-efficacy in traditional and PBL curricula. However, few studies have addressed the hybrid PBL scenario (Hpbl) that simultaneously contemplates PBL, traditional teaching, and practical activities. An even smaller number have evaluated the factors associated with this entity. With these considerations, we aimed to investigate the self-efficacy belief in the hPBL curriculum and the factors associated with this entity. This quantitative observational cross-sectional study was held between August 2022 and November 2022 in Fortaleza, a city in Northeast Brazil with almost 3 million inhabitants. The medical course has 12 semesters. The first two semesters use traditional teaching and cover the basic cycle, followed by the third to eighth semesters which correspond to the pre-clinical and clinical cycle. From the third semester onwards, traditional teaching and PBL are used simultaneously, which we call a hybrid model of PBL. The scale "Scale of Self-efficacy in Higher Education" was applied, a questionnaire validated for the Portuguese language consisting of 34 questions, with answers on a Likert-type scale with ten points, divided into five dimensions. To verify the association between sociodemographic factors and self-efficacy, simple and multiple linear models with robust errors were used. In total, 412 students participated in this study, most of them women (70.1%). The average age of students was 22.9 years. All domains had medians greater than 8, which means strong self-efficacy. The following factors were associated with higher self-efficacy scores in general after the multivariate analysis: female gender (8.6 vs. 8.3, p-value = 0.014), working (8.8 vs. 8.5, p-value = 0.019) and participating in extracurricular activities (8.7 vs. 8.1, p-value = 0.019). We conclude that medical students studying in hybrid learning models showed strong levels of self-efficacy. In addition, participating in extracurricular activities was associated with higher self-efficacy scores and males presented lower levels of self-efficacy.

Personality and brain contribute to academic achievements of medical students

There are many factors that influence the academic achievements of medical students, but how personality and brain modulate the academic achievements of medical students remains unclear. The study collected the personality, brain imaging, and academic data from 448 medical students at Tianjin Medical University with admission time between 2008 and 2017. Four types of academic achievements, including behavioral and social sciences, clinical sciences and skills, basic biomedical sciences, and scientific methods, were assessed by the academic records of 58 courses. Personality was evaluated by Tridimensional Personality Questionnaire and Neuroticism Extraversion Openness Personality Inventory. Brain structural and functional properties, including gray matter volume, spontaneous brain activity and functional connectivity, were computed based on magnetic resonance imaging (MRI). Linear regression was used to evaluate the associations between personality and academic achievements. A voxel-wise correlation was used to identify areas of the brain where structural and functional properties were associated with academic achievements. Mediation analysis was used to test whether brain properties and personality independently contribute to academic achievements. Our results showed that novelty seeking (NS) was negatively correlated, and conscientiousness was positively correlated with all types of academic achievements. Brain functional properties showed negatively correlated with academic achievement in basic biomedical sciences. However, we did not find any mediation effect of the brain functional properties on the association between personality (NS and conscientiousness) and academic achievement in basic biomedical sciences, nor mediation effect of the personality (NS and conscientiousness) on the association between brain functional properties and academic achievement in basic biomedical sciences. These findings suggest that specific personality (NS and conscientiousness) and brain functional properties independently contribute to academic achievements in basic biomedical sciences, and that modulation of these properties may benefit academic achievements among medical students.

Intelligence, emotional intelligence, and emo-sensory intelligence: Which one is a better predictor of university students' academic success?

The primary aim of this study was to determine the role of psychometric intelligence (IQ), emotional intelligence (EQ), and emo-sensory intelligence (ESQ) in university students' academic achievement. To this end, 212 university students at different academic levels, composed of 154 females and 58 males, were asked to complete the Raven's Progressive Matrices, the Bar-On Emotional Quotient Inventory, and the Emo-Sensory Intelligence Scale. Data were then matched with students' Grade Point Averages as a measure of their academic achievement. The results revealed that students' level of IQ and EQ could positively predict their academic achievement. In the case of their ESQ level, its auditory sub-component was found to be a positive predictor of academic success. Results were discussed, and possible implications and applications for increasing students' chances for success were presented.

Exploring the Association between Emotional Intelligence and Academic Performance and Stress Factors among Dental Students: A Scoping Review

Background: Numerous studies have been conducted to explicate the scope of emotional intelligence in educational success and coping with stress in different academic sectors, but very few have been conducted with dental students. This scoping review aimed to ascertain the role of emotional intelligence in academic performance and stress factors among dental students. Methods: All publications in the English language between 2001 and 2020 were retrieved employing MeSh keywords. Academic resources such as Pubmed, Pubmed Central, EMBASE, Web of Science, EBSCO-Host, Cochrane, PROSPERO, and ARU E-library were comprehensively searched for empirical research. One thousand, three hundred and fifty-nine papers were screened according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards for inclusion and exclusion criteria. These publications were then evaluated further by deleting duplicates, examining full-text articles, and conducting an abstract assessment. This review included a critical appraisal of 24 articles. Results: The narrative analysis method was applied to evaluate the data retrieved from publications regarding EI, academic performance, and stress factors. The review found that EI had a greater impact on the educational success of dental students throughout their clinical years. Moreover, EI may be a key tool in coping with stress and negative emotions. Higher EI scores were shown to be associated with better performance in organizational and leadership abilities, which are important for career advancement. Conclusion: The review suggested including EI training in the dental curriculum. Furthermore, EI should be used as a selection criterion for admission to dental education.

Emotional Intelligence Instruments Used in Health Care Education

BACKGROUND

This article aims to describe the content and the psychometric properties of emotional intelligence instruments used in health care education and to examine the relationship between emotional intelligence and study success.

METHOD

Six electronic databases were searched in spring 2020. Two researchers participated in the selection and quality assessment of the articles. Ultimately, 26 articles were included in the review.

RESULTS

From the included articles, 18 emotional intelligence instruments were identified. The content of the instruments focused on perception of emotions, understanding of emotions, emotional expression, managing emotions, using emotions, and social awareness and relations. In most of the studies, emotional intelligence was related to study success.

CONCLUSION

The assessment of several important components of emotional intelligence was identified. Comprehensive assessment using the emotional intelligence total score seemed to be the best predictor of study success. [J Nurs Educ. 2022;61(1):6-11.].

Does Emotional Intelligence Influence Academic Performance? The Role of Compassion and Engagement in Education for Sustainable Development

Education must guide students’ emotional development, not only to improve their skills and help them achieve their maximum performance, but to establish the foundations of a more cooperative and compassionate society. Achieving the Sustainable Development Goals, therefore, implies focusing on emotional aspects as well as financial, social, environmental, and scientific objectives. In this line, the goal of this study is to show how emotional intelligence, which is an essential dimension in the development and management of emotional competences required to build sustainable societies, plays a key role in optimising student’s academic performance in the classroom through compassion and academic commitment. The research model was tested with a questionnaire addressed to 550 students from four higher education institutions and one secondary school. The results of a structural equation analysis confirmed the study hypotheses. Emotional intelligence was shown to be positively related to compassion and higher levels of commitment, which, consequently, led to better academic performance. This finding will encourage interest in developing emotional intelligence, not only for its long-term value in training healthy citizens, but also for its short-term results in the classroom.

Association between emotional intelligence and professionalism among dental hygiene students

INTRODUCTION

Emotional intelligence (EI) includes the ability to evaluate and govern the emotions of oneself and others. Limited evidence exists in determining whether EI is related to professionalism.

PURPOSE

The purpose of this study was to determine whether relationships exist between EI and professionalism among undergraduate dental hygiene students.

METHODS

Using a quantitative cross-sectional survey research design, the study instrument consisted of 3 parts: (1) The Emotional Quotient Self-Assessment Checklist (EQSAC) included 30 questions measuring 6 domains of EI; (2) The Patient Management and Professionalism Scale (PMPS) included 10 questions measuring 5 domains of professionalism; and (3) Demographic questions. Descriptive statistics, correlational statistics, and multiple linear regression were used to analyze the data.

RESULTS

The responses from 49 participants were used, which represented a response rate of 80.3%. Most undergraduate dental hygiene student participants had EI and professionalism scores in the moderate range. Total EI scores were significant predictors of total professionalism scores (P < 0.001) and EI domain scores were found to be significant predictors of professionalism domain scores (P < 0.01).

CONCLUSION

Since EI was found to be a predictor of professionalism, improving EI levels may bolster the development of professionalism among undergraduate dental hygiene students. Further research should utilize a larger population of dental hygiene students across multiple institutions.

Relationship between emotional intelligence, stress, and burnout among dental hygiene students

OBJECTIVE

Emotional intelligence (EI) is the recognition and management of emotions within oneself and others. Limited evidence exists that determine whether EI is related to stress and burnout.

PURPOSE

The purpose of this project was to determine whether relationships exist between EI, stress, and burnout levels among undergraduate dental hygiene students.

METHODS

This study used a quantitative cross-sectional research design. The study instrument consisted of 3 parts: (1) The Emotional Quotient Self-Assessment Checklist consisted of 30-questions in 6 domains and measured EI; (2) The Modified Dental Environment Stress Questionnaire consisted of 39 questions in 5 domains and measured stress; and (3) The Maslach Burnout Inventory-Health Services Survey consisted of 22 questions in 3 domains and measured burnout.

RESULTS

The responses from 57 participants were used (response rate = 93.3%). A moderate negative correlation was found between self-control and personal stress and a moderate negative correlation was found between empathy and emotional evaluation. Moderate positive correlations were found between self-awareness, empathy, motivation, self-competence, self-confidence, and total EI scores and personal accomplishment. Multiple linear regression analysis found self-control was a significant predictor of personal stress (R²  = .023, P = .023); empathy and self-competence were significant predictors of clinical stress (R²  = .085, P = .034); empathy and self-awareness were significant predictors of emotional exhaustion (R²  = .071, P = 0.006); and empathy was a predictor of personal accomplishment (R²  = .150, P = 0.002).

CONCLUSION

Subcomponents of EI were found to be significant predictors of stress and burnout levels. Future research is needed to improve EI levels to tolerate stress and minimize burnout levels.

Factors associated with the resilience of Tibetan adolescent survivors five years after the 2010 Yushu earthquake

Resilience contributes to the recovery of disaster victims. The resilience of Tibetan adolescents after the Yushu earthquake has not been properly studied. This study aimed to examine the current resilience and associated factors in Tibetan adolescent survivors in the hardest-hit area 5 years after the Yushu earthquake. This cross-sectional survey was conducted in the area hit the hardest by the Yushu earthquake. Data were collected from 4681 respondents in October and November 2015. Measurements included the participant characteristics, traumatic earthquake experience, the Connor-Davidson resilience scale (CD-RISC), and the social support appraisals (SS-A) scale. The individual datasets were randomized as 80% for the training set and 20% for the validation set. The mean resilience score of the Tibetan adolescent survivors was 55.0±12.3. Thirteen variables were entered into the regression equation. The three dimensions of social support (from family, from friends, from others than family/friends) were positively associated with resilience (all P<0.05), among which support from others than family/friends was the strongest (r = 0.388, P<0.001). Academic performance, activeness of participation in school activities, harmonious relationship with teachers/classmates, health over the last year, and regular physical exercise were positively associated with resilience (all P<0.05). Being female and being extremely worried about their own lives were negatively associated with resilience (both P<0.05). In conclusion, among Tibetan adolescent survivors to the Yushu earthquake of 2010, support from others than family/friends was the strongest positive factor associated with resilience, while being female and extreme worry about their own lives were negative factors. These results expand our knowledge regarding resilience in Tibetan adolescent disaster survivors.

Conducting Surveys in Dental Education Research: Guidelines and Reminders

The use of surveys is popular in dental education research. However, designing and conducting a survey can have many pitfalls. This article aims to prepare a new researcher or one with little experience to undertake survey research. It covers points such as survey design (including question construction), pilot testing for validity and reliability, sampling strategy, methods to increase response rates, logistical considerations, and items to include when writing the manuscript. Careful consideration of a survey from beginning to end can help one design and conduct a successful study that meets its research aims and adds valuable evidence to the literature.

Predictors of behaviour change for unhealthy sleep patterns among Indian dental students

OBJECTIVE

The present study aimed at determining predictors of sleep behaviour change among dental students using the multi-theory model (MTM) of health behaviour change in India.

METHODS

This study was conducted among 535 students of a dental college in India. Predictors of sleep behaviour change were assessed using a validated 30-item questionnaire. Theoretical predictors of sleep behaviour were modelled using multiple linear regression.

RESULTS

The response rate was 95.10%. A total of 449 of 535 students filled in the form, out of which 127 (28.30%) were inadequate sleepers. Inadequate sleep behaviour showed a strong preponderance within the male population (81.9%). The percentage of inadequate sleepers was highest in second year undergraduates and those obtaining between 60 and 69.9% marks in previous exams. For the initiation model, the standardised regression coefficients (β) for the three constructs - participatory dialogue, behavioural confidence and change in physical environment were 0.050 [p = 0.579, 95% (confidence interval)CI: -0.039 to 0.070], 0.213 (p = 0.019, 95% CI: 0.029-0.320) and 0.062 (p = 0.496, 95% CI: -0.073 to 0.149), respectively. For the sustenance model, β for emotional transformation, practice for change and changes in social environment was 0.192 (p = 0.047, 95% CI: 0.002-0.250), 0.175 (p = 0.091, 95% CI: -0.024 to 0.318) and 0.046 (p = 0.623, 95% CI: -0.094 to 0.157), respectively.

CONCLUSION

Improving behavioural confidence and bringing about emotional transformation were significant predictors for a reduction in inadequate sleep behaviour in dental students. Working on these predictors may improve sleep behaviours in dental students.