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Abstract
Introduction: Emotional intelligence (EQ ) is one of the most important issues for achieving success in various areas of life such as education, job, social environment and mental health, and its improvement in medical students especially in the pre-clinical period can lead to their responsibility and better performance in future. Due to the lack of sufficient evidence and studies in the field of emotional intelligence among clinical and pre-clinical students, this study was conducted with the aim of evaluating and comparing the level of emotional intelligence in students of Tabriz medical university.
Materials & Methods: In this cross-sectional study that was conducted in 2020, the statistical population was all medical students in Tabriz medical university, 350 students were selected using Cochran's sample size formula and stratified random sampling method. Data collection in pre-clinical (basic sciences and physiopathology) and clinical (extern and internship) students, was done using the standard Emotional Intelligence Questionnaire, and in addition, the demographic information of students was recorded with a checklist prepared by researcher. After collecting data, it was analyzed with SPSS software.
Results: The average age of students was 22.46±2.39 years. The overall emotional intelligence score was 28.49±5.86. The average of performance of the students and the grade in the entrance exam to university had a significant relationship with emotional intelligence, but no significant relationship was reported between gender and marriage with emotional intelligence. In a comparison between the students of Azad and International Pardis University, the average of emotional intelligence is higher than the students of the Tabriz University of Medical Sciences. Native students had higher emotional intelligence than non-native. Emotional intelligence in students of clinical education level was significantly lower than those in pre-clinical level (P<0.05).
Conclusion: Results showed that the emotional intelligence of the students was at an average level, and considering the level of EQ in the clinical stages compared to the first years of education, in order to achieve greater professional success in the future of students, especially before attending the bedside and during the students' academic years, emotional intelligence skills workshops, and training recommended to strengthen social and emotional intelligence
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