dc.creator | Aguilar-Ferrándiz, María Encarnación | es |
dc.creator | Toledano-Moreno, Sonia | es |
dc.creator | Casas-Barragán, Antonio | es |
dc.creator | Albornoz Cabello, Manuel | es |
dc.creator | Tapia-Haro, Rosa María | es |
dc.creator | Correa-Rodríguez, María | es |
dc.date.accessioned | 2024-04-25T14:11:23Z | |
dc.date.available | 2024-04-25T14:11:23Z | |
dc.date.issued | 2024 | |
dc.identifier.citation | Aguilar-Ferrándiz, M.E., Toledano-Moreno, S., Casas-Barragán, A., Albornoz Cabello, M., Tapia-Haro, R.M. y Correa-Rodríguez, M. (2024). Implementation of a coaching training for enhancing empathy and emotional intelligence skills in health science students: a prospective study. BMC Medical Education, 24 (1), 76. https://doi.org/10.1186/s12909-024-05076-z. | |
dc.identifier.issn | 1472-6920 | es |
dc.identifier.uri | https://hdl.handle.net/11441/157160 | |
dc.description.abstract | Background Empathy and emotional intelligence are core competencies in the educational curriculum of health
science students, both play a significant role in teamwork relationships and in attention patient’s cares; so innovative
strategies to enhance these emotional skills are required. We prospectively tested an academic coaching program for
improving empathy and emotional intelligence in students of health sciences degrees.
Methods A prospectively single arm intervention study was performed in undergraduate students of nursing,
physiotherapy and occupational therapy of the Faculty of Health Sciences from the University of Granada (Spain). The
three groups of students participated in nine sessions of coaching, which included a training program to manage
patient’s priorities and communication, adherence to treatment, motivation and satisfaction. Survey data included the
Cognitive and Affective Empathy Test (TECA), the Trait Meta-Mood Scale (TMMS-24) and the Interpersonal Reactivity
Index (IRI) which were assessed at baseline and post-intervention.
Results A total of 93 students of 259 (mean age of 21.6±3.2 years) participated in the study and completed the
sessions of coaching/surveys. After the intervention, we observed an improvement in the cognitive dimension of
empathy among nursing students (p=0.035) and in the affective dimension of empathy in physiotherapy students
(p=0.044). In addition, an increase on perceived emotional intelligence among students was achieved only in
nursing/physiotherapy groups (p≤0.048). Finally, slight improvements were founded in the dimensions “PerspectiveTaking” and “Personal Distress” of the occupational therapy group (p≤0.031). No significant differences were found for
the rest of variables of TECA (p≥0.052), TMMS-24 (p≥0.06) and IRI (p≥0.12).
Conclusions This study shows that an academic coaching intervention with students from health sciences degrees
improves their empathy skills and self-perceived emotional intelligence. The current findings can be used to
determine more effective approaches to implementing academic coaching interventions based in better designs as
clinical trial studies. | es |
dc.format | application/pdf | es |
dc.format.extent | 13 p. | es |
dc.language.iso | eng | es |
dc.publisher | BioMed Central | es |
dc.relation.ispartof | BMC Medical Education, 24 (1), 76. | |
dc.rights | Atribución 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
dc.subject | Academic coaching | es |
dc.subject | Empathy | es |
dc.subject | Emotional intelligence | es |
dc.subject | Skills | es |
dc.subject | Undergraduate students | es |
dc.title | Implementation of a coaching training for enhancing empathy and emotional intelligence skills in health science students: a prospective study | es |
dc.type | info:eu-repo/semantics/article | es |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Fisioterapia | es |
dc.relation.projectID | 2016–2018 | es |
dc.relation.publisherversion | https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-05076-z | es |
dc.identifier.doi | 10.1186/s12909-024-05076-z | es |
dc.journaltitle | BMC Medical Education | es |
dc.publication.volumen | 24 | es |
dc.publication.issue | 1 | es |
dc.publication.initialPage | 76 | es |
dc.contributor.funder | Convocatoria de Proyectos de Innovación y Buenas Prácticas Docentes. Universidad de Granada | es |