medigraphic.com
ISSN 2007-5057 (Print)
Investigación en Educación Médica

2019, Number 31

<< Back Next >>

Inv Ed Med 2019; 8 (31)

Study and development of emotional competences in medical students. A bibliometric approach

Leo RCE, Zapata GA, Esperón HRI

Language: Spanish
References: 70
Page: 92-102
PDF size: 1298.53 Kb.


ABSTRACT

Introduction: This work reveals the state of the art on the advances in the recognition of the emotional competences of the medical students and the educational strategies implemented in the world for its evaluation and development, under the premise that the emotional strengthening of the future doctors improves the protective and coping factors, reducing risks for your health and that of your patients, considering yourself a contribution to medical education, mental health and public health.
Methodology: An exploratory and descriptive study was carried out, which consisted in reviewing in electronic bibliographic sources, the scientific production from the research works carried out at an international level from 2013 to 2018. An analytical matrix was designed with the following variables: author, year of publication and findings.
Results: A total of 25 articles were collected that fulfilled the following inclusion criteria: a) that is an original article, b) that are open access, c) that implies an educational intervention for the development of a positive emotional component, d) that the study population is exclusively medical students.
Conclusions: The identified findings refer that the development of emotional competences through psychological educational interventions minimizes the vulnerability of the medical student to certain dysfunctions such as anxiety, depression and burnout, generating an increase in the psychological and emotional well-being of the same during his formative and professional stage.


REFERENCES

  1. Ortega ME, Ortiz GR, Martínez AJ. Burnout en estudiantes de pregrado de medicina y su relación con variables de personalidad. Terapia Psicológica. 2014;32(3):235-42. Disponible en: http://www.scielo.cl/pdf/terpsicol/v32n3/art06.pdf

  2. Franco-Justo C. Reducción de los niveles de estrés y ansiedad en médicos de Atención Primaria mediante la aplicación de un programa de entrenamiento en conciencia plena (mindfulness) Aten Primaria. 2010;42(11):564-70. Disponible en: http://www.sciencedirect.com/science/article/pii/ S0212656709006532

  3. Sánchez FA, Flores ER, Urbina BR, Lara FNL. Expectativas y realidades del Internado Médico de Pregrado. Un estudio cualitativo. Investigación en salud. 2008;X(1):14-21. Disponible en: http://www.redalyc.org/articulo.oa?id=14219995004

  4. Dyrbye LN, Thomas MR, Huntington JL, Shanafelt TD. Systematic Review of Depression, Anxiety, and Other Indicators of Psychological Distress among U.S. and Canadian Medical Students. Academic Medicine. 2006 Apr; 81(4):354- 373. Disponible en: http://journals.lww.com/academicmedicine/ pages/articleviewer.aspx?year=2006&issue=04000 &article=00009&type=fulltext.

  5. Borda M, Navarro E, Aun E, Berdejo H, Racedo K, Ruiz J. Síndrome de Burnout en estudiantes de internado del Hospital Universidad del Norte. Salud Uninorte. 2007;23(1):43-51. Disponible en: http://www.redalyc.org/articulo.oa?id=81723106

  6. Hwang JW, Hahm BJ, Kwon ST, Kim KH, Lee JR. Impact of lifetime subthreshold depression and major depression before internship on psychopathology and quality of life in Korean interns: 6 month follow-up study. Aust N Z J Psychiatry. 2008 Apr;42(4):301-8. Disponible en: http:// journals.sagepub.com/doi/abs/10.1080/00048670701881546

  7. Ishak W, Nikravesh R, Lederer S, Perry R, Ogunyemi D, Bernstein C. Burnout in medical students: a systematic review. Clin Teach. 2013 Aug;10(4):242-5. Disponible en: http://onlinelibrary.wiley.com/doi/10.1111/tct.12014/epdf –245

  8. Pereira-Lima K, Loureiro SR. Burnout, anxiety, depression, and social skills in medical residents. Psychol Health Med. 2015;20(3):353-62.

  9. Organización Mundial de Salud. Informe sobre la salud en el mundo. Salud mental: nuevos conocimientos, nuevas esperanzas. Ginebra: OMS; 2001. Disponible en: http://www. who.int/whr/2001/en/whr01_es.pdf?ua=1

  10. Caballero-Domínguez CC, González-Gutiérrez O, Palacio Sañudo JE. Relación del burnout y el engagement con depresión, ansiedad y rendimiento académico en estudiantes universitarios. 2015. Revista Científica Salud Uninorte. 2015;31(1). Disponible en: http://rcientificas.uninorte.edu. co/index.php/salud/article/viewArticle/5085

  11. Fouilloux Morales C, Barragán Pérez V, Ortiz León S, Jaimes Medrano A, Urrutia Aguilar MEr, Guevara-Guzmán R. Síntomas depresivos y rendimiento escolar en estudiantes de Medicina. Salud Mental. 2013 feb;36(1):59-65. Disponible en: http://www.scielo.org.mx/scielo.php?script=sci_ arttext&pid=S0185-33252013000100008&lng=es.

  12. Morales M, López-Zafra E. La Inteligencia emocional y rendimiento escolar: estado actual de la cuestión. Revista Latinoamericana de psicología. 2009;41(1):69-79. Disponible en: http://www.scielo.org.co/pdf/rlps/v41n1/v41n1a06.

  13. Arango Agudelo S, Castaño Castrillón JJ, Henao Restrepo CJ, Jiménez A Aguilar DP, López Henao AF, Páez Cala ML. Síndrome de Burnout y factores asociados en estudiantes de I a X semestre de la Facultad de Medicina de la Universidad de Manizales (Colombia), 2009. Archivos de Medicina (Col). 2010;9(2):146-64. Disponible en: http://www.redalyc.org/ articulo.oa?id=273820455007 2009.

  14. Casas Hilari M. Combatir el estrés. España: Ediciones Océano; 2000.

  15. Díaz Martín Y. Academic stress and coping in medical students. Rev Hum Med]. 2010;10(1). Disponible en: http:// scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1727- 81202010000100007&lng=es.

  16. Shanafelt TD, Sloan JA, Habermann TM. The well-being of physicians. Am J Med. 2003;114(6):513-9.

  17. Wong JG, Patil NG, Beh SL, Cheung EP, Wong V, Chan LC, Lieh Mak F.Cultivating psychological well-being in Hong Kong’s future doctors. Med Teach. 2005 Dec;27(8):715-9.

  18. Dyrbye LN, Thomas MR, Huntington JL, Shanafelt TD. Systematic Review of Depression, Anxiety, and Other Indicators of Psychological Distress among U.S. and Canadian Medical Students. Academic Medicine. 2006 Apr; 81(4):354- 373. Disponible en: http://journals.lww.com/academicmedicine/ pages/articleviewer.aspx?year=2006&issue=04000 &article=00009&type=fulltext

  19. Greenburg DL, Durning SJ, Cruess DL, Cohen DM, Jackson JL. The prevalence, causes, and consequences of experiencing a life crisis during medical school. Teach Learn Med. 2010 Apr;22(2):85-92.

  20. Guerrero López JB Heinze Martin G, Ortiz de León S, Cortés Morelos J, Barragán Pérez V, Flores-Ramos V. Factores que predicen depresión en estudiantes de medicina. Gaceta Médica de México. 2013;149:598-604. Disponible en: http://anmm. org.mx/GMM/2013/n6/GMM_149_2013_6_598-604.pdf.

  21. Rotenstein L, Ramos M, Torre M, Segal B, Peluso M, Guille C, Sen S y Mata D. Prevalence of Depression, Depressive Symptoms, and Suicidal Ideation Among Medical Students: A Systematic Review and Meta-Analysis. JAMA. 2016;316(21):2214-36. Disponible en: https://www.ncbi.nlm. nih.gov/pmc/articles/PMC5613659/

  22. Dyrbye L, Thomas M, Harper W, Massie J, Power D, Eacker A, y Shanafelt T. The learning environment and medical student burnout: a multicentre study. Medical education. 2009;43(3):274-282. Disponible en: https://onlinelibrary. wiley.com/doi/abs/10.1111/j.1365-2923.2008.03282.x

  23. Huang I. Self-esteem, reaction to uncertainty, and physician practice variation: A study of resident physicians. Social Behavior and Personality: an international journal. 1998;26(2):181-93.

  24. Souri H, Hasanirad T. Relationship between Resilience, Optimism and Psychological Well-Being in Students of Medicine. Procedia - Social and Behavioral Sciences. 2011;30:1541-4. Disponible en: http://www.sciencedirect. com/science/article/pii/S1877042811021240

  25. Yeung A, Li B, Wilson I, Craven R. The role of self-concept in medical education. Journal of Further and Higher Education. 2014;38(6):794-812. Disponible en: http://dx.doi.or g/10.1080/0309877X.2013.765944

  26. Abe K, Niwa M, Fujisaki K, Suzuki Y. Associations between emotional intelligence, empathy and personality in Japanese medical students. BMC medical education. 2018;18(1):47. Disponible en: https://bmcmededuc.biomedcentral.com/ articles/10.1186/s12909-018-1165-7

  27. García Retana J. La educación emocional, su importancia en el proceso de aprendizaje. Revista Educación. 2012;36(1):1-24. Disponible en: http://www.redalyc.org/articulo. oa?id=44023984007

  28. Freudenthaler H, y Neubauer A. Emotional intelligence: The convergent and discriminant validities of intra-and interpersonal emotional abilities. Personality and Individual Differences. 2005;39(3):569-79. Disponible en: https://www. sciencedirect.com/science/article/pii/S0191886905000644

  29. Fernández Berrocal P, Ramos Díaz N. Corazones inteligentes. 2rd rev. ed. Barcelona: Kairós; 2005. p.p. 20-21.

  30. Emmerling RJ, Shanwal VK, Mandal M. Emotional intelligence: Theoretical and cultural perspectives. New York: Nova Science Publishers. 2008;154-6.

  31. Fernández Berrocal P, Ramos Díaz N. Desarrolla tu inteligencia emocional. 4rd rev. ed. Barcelona: Kairós; 2009. p.p. 21-23.

  32. Bisquerra Alzina R. Psicopedagogía de las emociones. España: SINTESIS; 2009. p.p. 126-134.

  33. Bisquerra R, Pérez J, García E. Inteligencia emocional en educación. España: SINTESIS; 2015. p.p. 42-59.

  34. Bar-On R. Emotional intelligence: an integral part of positive psychology. South African Journal of Psychology. 2010;40(1):54-62. Disponible en: http://journals.sagepub. com/doi/pdf/10.1177/008124631004000106

  35. Bisquerra R, Pérez Escoda N. Las competencias emocionales. Educación XXI Revista de la facultad de Educación. 2007 (citado el 20 de septiembre del 2016);(10):61-82. Disponible en: http://e-spacio.uned.es/fez/eserv/bibliuned:EducacionXXI- 2007numero10-823/Documento.pdf

  36. Ryff CD. Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of personality and social psychology. 1989;57(6):1069-81.

  37. Ryff CD. Psychological Well-Being in Adult Life. Current Directions in Psychological Science.1995;4(4):99-104. doi:10.1111/1467-8721.ep10772395

  38. Páramo M, Straniero C, García C, Torrecilla N, Gómez E. Bienestar psicológico, estilos de personalidad y objetivos de vida en estudiantes universitarios. Pensamiento Psicológico. 2012;10(1):7-21.

  39. Casassus J. La educación del ser emocional. 1a ed. Universidad Virtual del Instituto Tecnológico de Monterrey, México: Ediciones Castillo; 2006.

  40. Franco-Justo C. Reducción de los niveles de estrés y ansiedad en médicos de Atención Primaria mediante la aplicación de un programa de entrenamiento en conciencia plena (mindfulness) Aten Primaria [Internet]. 2010;42(11):564-70. [Última consulta 16 de mayo de 2017] Disponible en: http://www. sciencedirect.com/science/article/pii/S0212656709006532

  41. Sánchez Flores A, Flores Echevarría R, Urbina Becerra R, Lara Flores NL. Expectativas y realidades del Internado Médico de Pregrado. Un estudio cualitativo. Investigación en salud. 2008;3:14-21.

  42. Dyrbye LN, Thomas MR, Huntington JL, Shanafelt TD. Systematic Review of Depression, Anxiety, and Other Indicators of Psychological Distress among U.S. and Canadian Medical Students. Academic Medicine. 2006 Apr;81(4):354- 73. Disponible en: http://journals.lww.com/academicmedicine/ pages/articleviewer.aspx?year=2006&issue=04000&a rticle=00009&type=fulltext.

  43. Vázquez C, Hervás G, Rahona J, Gómez D. Bienestar psicológico y salud: Aportaciones desde la Psicología Positiva. Anuario de Psicología Clínica y de la Salud. 2009;5(1):15-28. Disponible en: https://s3.amazonaws.com/academia.edu. documents/42934998/2010-_Bienestar_psicologico_y_salud_ APCS_5.pdf?AWSAccessKeyId=AKIAIWOWYYGZ 2Y53UL3A&Expires=1542996025&Signature=CIpDM2iW AEJZ9QidMkAr3jhXkjo%3D&response-content-dispositio n=inline%3B%20filename%3DBienestar_psicologico_y_salud_ Aportacion.pdf

  44. Garneau K, Hutchinson T, Zhao Q, Dobkin P. Cultivating person- centered medicine in future physicians. European Journal for Person Centered Healthcare. 2013;1(2):468-77. Disponible en: http://www.bjll.org/index.php/ejpch/article/view/688

  45. Barbosa P, Raymond G, Zlotnick C, Wilk J, Toomey III R, Mitchell III J. Mindfulness-based stress reduction training is associated with greater empathy and reduced anxiety for graduate healthcare students. Educ Health. 2013;26:9-14. Disponible en: http://www.educationforhealth.net/text. asp?2013/26/1/9/112794

  46. Asuero A, Blanco T, Pujol-Ribera E, Berenguera A, Queraltó J. Evaluación de la efectividad de un programa de mindfulness en profesionales de atención primaria. Gaceta Sanitaria. 2013;27(6):521-8. Disponible en: https://www. sciencedirect.com/science/article/pii/S0213911113000861

  47. Lutz G, Scheffer C, Edelhaeuser F, Tauschel D, Neumann M. A reflective practice intervention for professional development, reduced stress and improved patient care—A qualitative developmental evaluation. Patient education and counseling. 2013;92(3):337-45. Disponible en: https://www. sciencedirect.com/science/article/pii/S0738399113001298

  48. West C, Dyrbye L, Rabatin J, Call T, Davidson J, Multari A, et al. Intervention to promote physician well-being, job satisfaction, and professionalism: a randomized clinical trial. JAMA internal medicine. 2014;174(4):527-33. Disponible en: https://jamanetwork.com/journals/jamainternalmedicine/ fullarticle/1828744

  49. Asuero A, Queraltó J, Pujol‐Ribera E, Berenguera A, Rodriguez‐ Blanco T, Epstein R. Effectiveness of a mindfulness education program in primary health care professionals: a pragmatic controlled trial. Journal of continuing education in the health professions. 2014;34(1):4-12. Disponible en: https://onlinelibrary.wiley.com/doi/abs/10.1002/chp.21211

  50. Airagnes G, Consoli S, De Morlhon O, Galliot A, Lemogne C, Jaury P. Appropriate training based on Balint groups can improve the empathic abilities of medical students: a preliminary study. Journal of Psychosomatic Research. 2014;76(5):426-9. Disponible en: https://www.sciencedirect. com/science/article/pii/S0022399914000749

  51. Saravanan C, Kingston R. A randomized control study of psychological intervention to reduce anxiety, amotivation and psychological distress among medical students. Journal of research in medical sciences: the official journal of Isfahan University of Medical Sciences. 2014;19(5):391-7. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/ PMC4116568/

  52. Peng L, Li M, Zuo X, Miao Y, Chen L, Yu Y, Wang T. Application of the Pennsylvania resilience training program on medical students. Personality and Individual Differences. 2014;61-62:47-51. Disponible en: http://www.sciencedirect. com/science/article/pii/S0191886914000154.

  53. Li C, Chu F, Wang H, Wang XP. Efficacy of Williams ife S kills training for improving psychological health: A pilot comparison study of Chinese medical students. Asia‐Pacific Psychiatry. 2014;6(2):161-9. Disponible en: https://onlinelibrary. wiley.com/doi/pdf/10.1111/appy.12084

  54. Erogul M, Singer G, McIntyre T, Stefanov D. Abridged mindfulness intervention to support wellness in first-year medical students. Teaching and Learning in Medicine. 2014;26(4):350-6. Disponible en: https://www.tandfonline. com/doi/abs/10.1080/10401334.2014.945025

  55. Schneider S, Kingsolver K, Rosdahl J. Physician coaching to enhance well-being: a qualitative analysis of a pilot intervention. Explore: The Journal of Science and Healing. 2014;10(6):372-9. Disponible en: https://www.sciencedirect. com/science/article/pii/S1550830714001542#!

  56. Kushner R, Zeiss D, Feinglass J, Yelen M. An obesity educational intervention for medical students addressing weight bias and communication skills using standardized patients. BMC Medical Education. 2014;14(1)53. Disponible en: https://bmcmededuc. biomedcentral.com/articles/10.1186/1472-6920-14-53.

  57. Felton T, Coates L, Christopher J. Impact of mindfulness training on counseling students’ perceptions of stress. Mindfulness. 2015;6(2):159-69. Disponible en: https://link.springer. com/content/pdf/10.1007%2Fs12671-013-0240-8.pdf

  58. Arnold R, Back A, Barnato A, Prendergast T, Emlet L, Karpov I, et. al. The critical care communication project: improving fellows’ communication skills. Journal of critical care. 2015;30(2):250-4. Disponible en: https://www.sciencedirect. com/science/article/pii/S0883944114004821#!

  59. Martín Y, Fernández E, Cifuentes A, Estrada Y. Intervención psicoeducativa para disminuir el estrés académico en estudiantes de primer año de Medicina. Revista Electrónica Dr. Zoilo E. Marinello Vidaurreta. 2015;40(5). Disponible en: http://revzoilomarinello.sld.cu/index.php/zmv/article/ view/65

  60. Phang CK, Mukhtar F, Ibrahim N, Keng SL, Sidik SM. Effects of a brief mindfulness-based intervention program for stress management among medical students: the Mindful-Gym randomized controlled study. Advances in Health Sciences Education. 2015;20(5):1115-34. Disponible en: https://link. springer.com/article/10.1007/s10459-015-9591-3

  61. Boissy A, Windover AK, Bokar D, Karafa M, Neuendorf K, Frankel RM, et al. Communication skills training for physicians improves patient satisfaction. Journal of General Internal Medicine. 2016;31(7):755-61. Disponible en: https:// link.springer.com/article/10.1007/s11606-016-3597-2

  62. Kraemer KM, Luberto CM, O’Bryan EM, Mysinger E, Cotton S. Mind–Body Skills Training to Improve Distress Tolerance in Medical Students: A Pilot Study. Teaching and learning in medicine. 2016;28(2):219-28. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/104013 34.2016.1146605

  63. Foster A, Chaudhary N, Kim T, Waller JL, Wong J, Borish, et al. Using virtual patients to teach empathy: a randomized controlled study to enhance medical students’ empathic communication. Simulation in Healthcare. 2016;11(3):181- 9. Disponible en: https://journals.lww.com/simulationinhealthcare/ Fulltext/2016/06000/Using_Virtual_Patients_ to_Teach_Empathy__A.5.aspx

  64. Grau A, Toran P, Zamora A, Quesada M, Carrion C, Vilert E, et al. Evaluación de la empatía en estudiantes de Medicina. Educación Médica. 2017;18(2):114-20. Disponible en: https://www.sciencedirect.com/science/article/pii/ S1575181316300419

  65. Chen P, Huang C, Yeh S. Impact of a narrative medicine programme on healthcare providers’ empathy scores over time. BMC Medical Education. 2017;17(1):108. Disponible en: https://bmcmededuc.biomedcentral.com/articles/10.1186/ s12909-017-0952-x

  66. Wündrich M, Schwartz C, Feige B, Lemper D, Nissen C, y Voderholzer U. Empathy training in medical students–a randomized controlled trial. Medical teacher. 2017;39(10):1096-8. Disponible en: https://doi.org/10.1080/0142159X.2017.1355451

  67. Aranda G, Viscarret M, Goñi C, Rubio V, Pascual P. Evaluación de la efectividad de un programa de mindfulness y autocompasión para reducir el estrés y prevenir el burnout en profesionales sanitarios de atención primaria. Atención Primaria. 2018;50(3):141-50. Disponible en: https://www. sciencedirect.com/science/article/pii/S0212656716304590

  68. Kataoka H, Iwase T, Ogawa H, Mahmood S, Sato M, DeSantis J, Hojat M, Gonnella J. Can communication skills training improve empathy? A six-year longitudinal study of medical students in Japan. Medical teacher. 2018:1-6. Disponible en: https://doi.org/10.1080/0142159X.2018.1460657.

  69. Batt-Rawden SA, Chisolm MS, Anton B, Flickinger TE. Teaching empathy to medical students: an updated, systematic review. Academic Medicine. 2013;88(8):1171-7. Disponible en: https://journals.lww.com/academicmedicine/ Fulltext/2013/08000/Teaching_Empathy_to_Medical_Students___ An_Updated,.37.aspx

  70. Papadakis MA, Teherani A, Banach MA, Knettler TR, Rattner SL, Stern DT, Veloski JJ, Hodgson CS. Disciplinary action by medical boards and prior behaviour in medical school. N Engl J Med. 2005;353(25):2673-82. Disponible en: https://onlinelibrary.wiley.com/doi/full/10.1111/j.1365- 2923.2007.02835.x




2020     |     www.medigraphic.com