감정을 표현하고, 감정을 이해하는 과정에서 정서지능(Emotional Intelligence)이 향상된다 - 아시아 의과대학생들을 대상으로 한 파일럿 연구

(출처 : http://psychcentral.com/news/2008/09/12/train-young-physicians-on-emotional-intelligence/2927.html)

정서지능의 네 영역 

- 감정 인지, 감정 활용, 감정 이해, 감정 관리 - 

는 대인관계와 의사소통 기술의 구성요소이다.

The four components of emotional intelligence 

— the abilities to perceive, use, understand and manage emotions — 

are building blocks for interpersonal and communication skills.

정서지능(EI)는 스스로의 감정에 대해 인지하는 능력과 다른 사람의 감정을 인지하는 능력, 그리고 그것을 적절히 다루는 능력을 포괄한다. Payne은 공포, 고통, 욕망에 대한 EI를 분석하여 개인지능(personal intelligence)라는 용어로서 논의했다. 

Emotional intelligence (EI) is refers to an individual’s awareness on his or her own emotions, together with an awareness of the emotions in others and the ability to manage them and act appropriately. The term is usually attributed to Payne [1] who explored EI with respect to fear, pain and desire, and it was discussed in terms of personal intelligences [2] at a similar time. 

정서지능은 "자신과 타인에 대한 감정을 정확히 평가하고 표현할 수 있는 능력, 자신과 타인의 감정을 통제할 수 있는 능력, 그리고 동기부여, 계획, 성취을 위해 감정을 활용할 수 있는 능력에 대한 종합적인 기술" 이라고 정의되기도 한다. 이러한 개념은 그 후 IQ 또는 직장에서의 우수한 수행능력과 연결되기도 했다.

A robust explanatory framework as defined as “a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one's life.” [3]. The concept was then linked to IQ and superior performance at work [4-6].

EI를 측정하기 위한 도구는 EI를 어떠한 특질(trait)나, 능력(ability)로 개념화한다. 특질로서의 EI(Trait EI)는 개인적 성격의 다섯 가지("Big Five")요소들과 연결된다 

Neuroticism, Agreeableness, Openness, Extraversion, and Conscientiousness

Instruments for measuring EI include those that conceptualize EI as a trait [7], and as an ability [8,9]. Trait EI strongly correlates with the “Big Five” personality traits (Neuroticism, Agreeableness, Openness, Extraversion, and Conscientiousness) [10]. 

TEIQue는 네 개의 요소로 구성되어 있다. Petrides와 Furnham은 Trait EI와 Ability EI를 구분하는 근본적인 것은 측정에 대한 접근법이라고 하였다. Trait EI는 자기기입식 설문지로 측정되며, Ability EI는 정답과 오답이 있는 시험으로서 측정된다고 하였다.

The Trait Emotional Intelligence Questionnaire (TEIQue) [11] is composed of four factors (well-being, self-control, emotionality and sociability). Petrides and Furnham [7,11] proposed that the primary basis for discriminating between trait EI and ability EI is the measurement approach and not theoretical domains. The trait EI is measured through self-reported questionnaires, whereas ability EI should be measured through maximum performance tests with correct and incorrect answers.

이 연구 결과는 TEIQue-SF(Short Form)의 측정이 아시아 의과대학생에게 적절하게 활용될 수 있음을 보여준다. 정신건강 워크숍은 의과대학생들의 EI를 발달시키는데 도움이 되었고, 성별이나 국적에 따른 약간의 차이가 있었다. 정서 인지의 즉각적 효과는 특히 남학생들과 비일본인 그룹에서 두드러졌다. 장기적인 효과는 여학생들과 일본인에서 두드러졌다. 일본 여학생들은 정서(emotionality)에 대해서 특히 민감(conscious)했다. 정서 기반(emotion driven) 의사소통 훈련은 학생의 EI발달에 장기적으로 영향을 줄 것이다.

This study found the measurement of TEIQue-SF is appropriate and reliable to use for Asian medical students. The mental health workshop was helpful to develop medical students’ EI but showed different results for gender and nationality. The immediate impact on the emotional awareness of individuals was particularly significant for male students and the non-Japanese group. The impact over the long term was notable for the significant increase in EI for females and Japanese. Japanese female students were more conscious about emotionality. Emotion-driven communication exercises might strongly influence the development of students’ EI over a year.

---

BMC Med Educ. 2013 Jun 7;13:82. doi: 10.1186/1472-6920-13-82.

Expressing one's feelings and listening to others increases emotional intelligence: a pilot study of Asian medical students.

Abe K, Evans P, Austin EJ, Suzuki Y, Fujisaki K, Niwa M, Aomatsu M.

Source

School of Medicine, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, UK. Phillip.Evans@glasgow.ac.uk.

Abstract

BACKGROUND:

There has been considerable interest in Emotional Intelligence (EI) in undergraduate medical education, with respect to student selection and admissions, health and well-being and academic performance. EI is a significant component of the physician-patient relationship. Theemotional well-being of the physician is, therefore, a significant component in patient care. The aim is to examine the measurement of TEIQue-SF inAsian medical students and to explore how the practice of listening to the feelings of others and expressing one's own feelings influences an individual's EI, set in the context of the emotional well-being of a medical practitioner.

METHODS:

A group of 183 international undergraduate medical students attended a half-day workshop (WS) about mental-health and well-being. They completed a self-reported measure of EI on three occasions, pre- and post-workshop, and a 1-year follow-up.

RESULT:

The reliability of TEIQue-SF was high and the reliabilities of its four factors were acceptable. There were strong correlations between the TEIQue-SF and personality traits. A paired t-test indicated significant positive changes after the WS for all students (n=181, p= .014), male students(n=78, p= .015) and non-Japanese students (n=112, p= .007), but a repeated measures analysis showed that one year post-workshop there were significant positive changes for all students (n=55, p= .034), female students (n=31, p= .007), especially Japanese female students (n=13, p= .023). Moreover, 80% of the students reported that they were more attentive listeners, and 60% agreed that they were more confident in dealing withemotional issues, both within themselves and in others, as a result of the workshop.

CONCLUSION:

This study found the measurement of TEIQue-SF is appropriate and reliable to use for Asian medical students. The mental health workshop was helpful to develop medical students' EI but showed different results for gender and nationality. The immediate impact on the emotional-awareness of individuals was particularly significant for male students and the non-Japanese group. The impact over the long term was notable for the significant increase in EI for females and Japanese. Japanese female students were more conscious about emotionality. Emotion-driven communication exercises might strongly influence the development of students' EI over a year.