Comparative Analysis of Awareness Regarding the Impact of Emotional Intelligence on Academic Performance Among MBBS and Allied Health Sciences Students at Sargodha Medical College

Authors

  • Zafar Ali Choudry Department of Surgery, Punjab Medical College & Allied Hospitals, Faisalabad Medical University, Faisalabad, Pakistan Ex-Principal, Sargodha Medical College, Sargodha, Pakistan
  • Shoaib Ahmad Malik Department of Biochemistry, Sargodha Medical College, Sargodha, Pakistan; Department of Biochemistry, Punjab Medical College, Faisalabad Medical University, Faisalabad, Pakistan
  • Muhammad Tahir Bashir Malik Department of Urology, Punjab Medical College & Allied Hospitals, Faisalabad Medical University, Faisalabad, Pakistan.
  • Dr. Muhammad Shahid Javed Department of Physiology, Sargodha Medical College, Sargodha, Pakistan.

DOI:

https://doi.org/10.31580/rpe01x31

Keywords:

Academic performance, Allied health sciences (AHS), Emotional intelligence (EI), Emotional regulation, MBBS

Abstract

Emotional intelligence (EI), is a crucial skill, involving effective emotional management, problem-solving, and strong relationships. It promotes motivation, focus, and deeper understanding, and can be improved through consistent guidance. The students of medical and health sciences frequently encounter emotionally challenging situations that affect their academic performance. This study is done to analyse the impact of EI on academic performance of students.

A Comparative cross-sectional study was conducted at Sargodha Medical College. The study utilized Probability Sampling and Stratified Random Sampling Methods to select 200 medical and AHS students, analyzing their emotional intelligence impact through a field survey and secondary data.

The study revealed significant differences in EI across gender, residence and academic level among MBBS and AHS students. Both groups demonstrated high levels of confidence in regulating their own emotions, with mean scores of 4.31 for MBBS and 4.34 for AHS. In terms of regulating others' emotions, both groups reported similar levels of competence, with mean scores of 4.20 for MBBS and 4.23 for AHS. Overall, the day scholars showed greater EI than hostel residents (>0.005), whereas 2nd-year students demonstrated markedly better EI than first-year students (>0.001). Moreover, there was no difference among the MBBS and AHS students in the first year of the studies (0.62), whereas it revealed significant differences in EI across MBBS and AHS students of the second year (>0.005).  Importantly, our data suggests that female students exhibit better EI than male students across various dimensions that are assessed in this study (>0.001).

The findings indicate a strong awareness of emotional regulation across both streams, highlighting the necessity for targeted EI training in medical education to enhance emotional skills and support academic success. The study underscores its importance in medical education, emphasizing its role in academic performance and psychological well-being, and the need for holistic strategies to prepare future healthcare professionals.    

 

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Published

2024-12-31