Objective: To explore the association of emotional intelligence (EI) and attachment security (AS) with empathy dimensions in medical students by examining the mediating role of EI. Methods: In a cross-sectional design, the Interpersonal Reactivity Index (IRI), the Emotional Quotient Inventory (EQ-i), the Attachment Style Questionnaire (ASQ), and demographic questions were administrated to second-year medical students of two medical schools in Northern Italy. Results: 253 medical students (56.13% female), aged 19–29, participated in this study. AS positively correlated to Empathic Concern (r = 0.17, p = 0.008) and Perspective Taking (r = 0.24, p < 0.001), and negatively to Personal Distress (r = −0.33, p < 0.001). Individuals with the same level of AS and a higher score on EQ-i had a higher score (β = 0.072, p = 0.033) on empathy latent factor (at the basis of Empathic Concern and Perspective Taking) and a lower score (β = −0.290, p < 0.001) on Personal Distress than those with a lower EQ-i score. Conclusion: This study shows that EI completely mediated the relationship between AS and empathy dimensions among medical students. Practice implications: EI training and workshop should be considered when designing educational interventions and programs to enhance empathy and decrease interpersonal distress in medical students.

Ardenghi, S., Rampoldi, G., Montelisciani, L., Antolini, L., Donisi, V., Perlini, C., et al. (2022). Emotional intelligence as a mediator between attachment security and empathy in pre-clinical medical students: A multi-center cross-sectional study. PATIENT EDUCATION AND COUNSELING [10.1016/j.pec.2022.03.030].

Emotional intelligence as a mediator between attachment security and empathy in pre-clinical medical students: A multi-center cross-sectional study

Ardenghi S.
Co-primo
;
Rampoldi G.
Co-primo
;
Montelisciani L.;Antolini L.;Strepparava M. G.
Ultimo
2022

Abstract

Objective: To explore the association of emotional intelligence (EI) and attachment security (AS) with empathy dimensions in medical students by examining the mediating role of EI. Methods: In a cross-sectional design, the Interpersonal Reactivity Index (IRI), the Emotional Quotient Inventory (EQ-i), the Attachment Style Questionnaire (ASQ), and demographic questions were administrated to second-year medical students of two medical schools in Northern Italy. Results: 253 medical students (56.13% female), aged 19–29, participated in this study. AS positively correlated to Empathic Concern (r = 0.17, p = 0.008) and Perspective Taking (r = 0.24, p < 0.001), and negatively to Personal Distress (r = −0.33, p < 0.001). Individuals with the same level of AS and a higher score on EQ-i had a higher score (β = 0.072, p = 0.033) on empathy latent factor (at the basis of Empathic Concern and Perspective Taking) and a lower score (β = −0.290, p < 0.001) on Personal Distress than those with a lower EQ-i score. Conclusion: This study shows that EI completely mediated the relationship between AS and empathy dimensions among medical students. Practice implications: EI training and workshop should be considered when designing educational interventions and programs to enhance empathy and decrease interpersonal distress in medical students.
Articolo in rivista - Articolo scientifico
Attachment styles; Emotion handling; Emotional Intelligence; Empathy; Medical education;
English
Ardenghi, S., Rampoldi, G., Montelisciani, L., Antolini, L., Donisi, V., Perlini, C., et al. (2022). Emotional intelligence as a mediator between attachment security and empathy in pre-clinical medical students: A multi-center cross-sectional study. PATIENT EDUCATION AND COUNSELING [10.1016/j.pec.2022.03.030].
Ardenghi, S; Rampoldi, G; Montelisciani, L; Antolini, L; Donisi, V; Perlini, C; Rimondini, M; Garbin, D; Del Piccolo, L; Strepparava, M
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/371300
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