Foundation Course

Background: Foundation course has been introduced by the Medical Council of India (MCI) in the new curriculum to prepare a student to study medicine effectively. Emotional intelligence is one's ability to assess, express and control emotions and feelings in oneself and others, and differentiate among them and use them to solve any complex situations Objectives: To evaluate the Emotional Intelligence of newly joined medical students after their two-month foundation course. To evaluate and compare the Emotional Intelligence of medical students of different years. Methodology: A descriptive, cross‑sectional, questionnaire-based survey was conducted using a pre-designed, pre-validated questionnaire, which included Wong Law Emotional Intelligence Scale and Davis interpersonal reactivity index. Undergraduate medical students (newly joined first-year, second, and third-year medical students) who consented for the study, were the participants. Statistical analysis was done using SPSS-22. Results: In our study, a total of 160 students participated. The first-year students scored higher on all domains [Total Emotional intelligence (p = 0.007)] compared to their colleagues except the Personal Distress domain (p = 0.005). Female students scored higher on Personal Distress (p = 0.016) and Empathic Concern (p = 0.026). The year of medical of education had a positive correlation with Personal distress domain (r = .212, p = 0.007) Conclusion: Foundation Course is a step in the direction as could be seen by the changes in the Emotional intelligence of the first-year students. They were seen to be more perceptive of their own as well as other’s emotions. It was also seen that the first-year students fared better on conflict resolution skills.

背景：印度医学委员会（Medical Council of India, MCI）在新版课程体系中引入基础课程，旨在帮助学生有效开展医学学习。情绪智力（Emotional intelligence）指个体评估、表达与调控自身及他人情绪情感，区分不同情绪，并运用情绪解决复杂情境的能力。
研究目的：评估入学后完成2个月基础课程的新生情绪智力水平；评估并比较不同年级医学生的情绪智力水平。
研究方法：本研究为描述性横断面问卷调查研究，采用预先设计且经过效度验证的问卷，包含王-劳情绪智力量表（Wong Law Emotional Intelligence Scale）与戴维斯人际反应指数量表（Davis interpersonal reactivity index）。研究对象为签署知情同意书的本科医学生，包括新入学的一年级、二年级及三年级医学生。采用SPSS-22进行统计学分析。
研究结果：本研究共纳入160名学生参与。相较于其他年级学生，一年级学生在除个人痛苦维度（p=0.005）外的所有维度（含总体情绪智力，p=0.007）上得分更高。女学生在个人痛苦维度（p=0.016）与共情关注维度（p=0.026）上得分更高。医学教育年限与个人痛苦维度呈正相关（r=0.212，p=0.007）。
结论：基础课程的实施方向符合预期，一年级学生的情绪智力变化可佐证这一点：他们对自身及他人情绪的感知更为敏锐，且在冲突解决技能方面表现更优。