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Julia L Versel,1 Alexandra Plezia,1 Lauren Jennings,1 Isaac Sontag-Milobsky,1 William Adams,2 Ramzan Shahid1,3 1Loyola University Chicago Stritch School of Medicine, Maywood, IL, USA; 2Department of Medicine, Loyola University Chicago, Maywood, IL, USA; 3Department of Pediatrics, Stritch School of Medicine, Loyola University Medical Center, Maywood, IL, USACorrespondence: Ramzan Shahid, Department of Pediatrics Loyola University Medical Center, 2160 South First Ave, Maywood, IL, 60153, USA, Tel +1 708 327 9125, Fax +1 708327 9132, Email rshahid@lumc.eduPurpose: The purpose of this study was to determine if implementation of a new educational curriculum focusing on Emotional Intelligence (EI) and Resilience improved second year medical student scores in these areas.Methods: Our EI-Resilience curriculum was offered as an elective for second year medical students to voluntarily enroll in. The elective consisted of six 2-hour sessions taught by a single faculty member over eight months. Sessions focused on development of EI skills and teaching a Resilience “PROGRAM” (Positive thinking, Reframing, Optimism, Gratitude, Reflection, Altruism, Meaning). Participants’ EI levels were assessed before and after the elective using the Bar-On Emotional Quotient Inventory 2.0 (EQ-i 2.0).Results: Over a period of 2 years, 70 students participated in the elective. The overall mean EI score significantly improved after the educational elective (100.05 ± 12.94 versus 108.14 ± 12.36, p < 0.001). Compared to the baseline scores, there was significant improvement in all EI components, including all five composite scales, all fifteen content subscales, and the well-being score (all p < 0.05). In a post-intervention survey assessing student perception of the elective, most students found the elective to be helpful (95%, 64/67), most students felt the elective should continue to be available for future students (95%, 64/67), and most would recommend the elective to other students (93%, 62/67).Conclusion: An EI-Resilience curriculum offered as an elective to second year medical students was well received by students. Our outcomes showed significant improvement in students’ EI scores and all sub-scores, including all components of the stress management composite and well-being score. Teaching EI skills and Resilience strategies in the preclinical setting might be an opportune time for this type of educational intervention.Keywords: wellness, medical education, curriculum, elective |
