Altered Emotional Intelligence through a Health Disparity Curriculum: Early Results.

Abstract:

INTRODUCTION:Emotional intelligence (EI) interests medical schools as a predictive factor in their graduates' clinical success. Historically black college and university (HBCU) academic health centers produce professionals to address health disparities. This preliminary study evaluated a health disparity reduction curriculum's effect on EI. METHODS:Thirty-one undergraduates participating in a Meharry Medical College health disparity reduction program voluntarily self-reported demographic and EI data before and after service-learning training. RESULTS:Paired sample t-test results demonstrated significant improvement in EI subscales of total score (p = .004), self-awareness (p=.001), self-confidence (p=.007), self-control (p=.041), motivation (p=.020), and social competence (p=.036). Multiple linear analyses confirmed African American race significantly predicted EI-Motivation (F [1,29] = 5.858, p =.022). CONCLUSIONS:These preliminary data support a beneficial effect in African Americans of a health disparity curriculum to improve EI, particularly the relevance of race to motivation. Future research should examine EI in HBCU medical school students.

authors

Parks MH,Chen CK,Haygood CD,McGee ML

doi

10.1353/hpu.2019.0091

subject

Has Abstract

pub_date

2019-01-01 00:00:00

pages

1486-1498

issue

4

eissn

1049-2089

issn

1548-6869

pii

S1548686919400065

journal_volume

30

pub_type

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