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Developing and conducting a value-added course on emotional competencies at an Indian university
[To cite: Dharaiya D, Keisham A, Prajapati K, Prabhakaran A, Varma JR, Pandya H. Developing and conducting a value-added course on emotional competencies at an Indian university. Natl Med J India. DOI: 10.25259/NMJI_1005_2024]
Emotional intelligence (EI) is a construct analogous to intelligence quotient. EI refers to the capacity to gain awareness of self and others and to manage emotions within the self and in relationships. Healthcare practice and educational environments pose major stressors and challenges for current and future practitioners, including communicating difficult diagnoses, managing patient expectations, and navigating complex interpersonal dynamics within healthcare teams.1 Emotional competence (EC) is a critical asset, enabling future healthcare professionals to effectively manage their emotions, build meaningful relationships, and be resilient.2,3
Given the importance of EC for healthcare professionals, we designed and conducted a value-added course (VAC) on ‘developing emotional competence’ for students at a healthcare university, based on the conceptual framework by Goleman (Table 1).4
| Session | Topic | Subtopics | Time duration (minutes) | Teaching-learning methods |
|---|---|---|---|---|
| 1. | Introduction to course | – Emotion and EI – EI vs. IQ – Setting expectations – Ground rules |
60 | – Interactive PPT |
| 2. | Self-awareness | – Six basic emotions – Mindfulness – Journaling – Personality profiling – Review of journaling activity |
90 | – Self-assessment questionnaires – Keeping a journal – Case vignettes discussion |
| 3. | Self-management | – Flexibility – Adaptability – Emotional regulation |
90 | – Think, pair, share – Hands-on practice – Write up on the association among “Me, Work and Team” |
| – Self-awareness – Boundary setting – Receiving feedback |
90 | – Role playing – Think, pair, share |
||
| 4. | Social awareness | – Empathy – Organizational awareness – Service Orientation |
90 | – Interactive PPT – Hands-on practice – Role play – Analysis of Video |
| – Bias – Empathetic listening |
90 | – Interactive PPT | ||
| 5. | Relationship management | – Developing others – Change Management – Team Work and Collaboration |
90 | – Interactive PPT – Hands-on practice – Self-assessment – Role play – Letter of Encouragement |
| – Conflict management | 90 | – Role play – Integration of learning from previous sessions |
||
| – Emotionally intelligent leadership | 90 | – Interactive session |
EI emotional intelligence IQ intelligence quotient EC emotional competence PPT PowerPoint Presentation
Ten students from the Bachelor of Medicine, Bachelor of Surgery and Bachelor of Physiotherapy courses completed the VAC, out of whom 7 (2 males, 5 females) responded to the quantitative and qualitative feedback. Feedback was collected using an anonymous questionnaire and granted a waiver of informed consent by the Institutional Ethics Committee. The participants felt this was a novel experience (n=2), which improved their communication (n=2) and self-confidence (n=2). Sessions on self-awareness (n=2), mindfulness (n=1), self-management (n=1), conflict management and leadership (n=1) were rated as the most valuable part of the course. Overall, the participants felt their expectations were fulfilled (mean 4.21 of 5) and would like to take part in a similar course in the future (mean 4.78 of 5). Most of the respondents (n=5) identified that they learnt empathy as an important skill. Other skills reported were self-acceptance (n=3), keeping a journal (n=2), managing self (n=2), and managing relationships (n=2). The participants felt they had got better at managing their emotions (n=4) and knowing themselves (n=3) by the end of the course.
Based on initial expectations of the participants and responses to the feedback, it can be said that the course was able to meet participants’ expectations and helped them develop various EI skills. Participants’ responses to the feedback were consistent with those previously reported.5–8 According to Andragogy, adults are more likely to engage in activities they perceive as relevant to their needs.9 The respondents’ expectations suggest they held beliefs that the course would address their specific concerns and challenges. We found that group activity and reflection techniques facilitated learning. The voluntary and value-added nature of the course might have been instrumental in creating this teaching–learning environment. Understanding participants’ nuanced experiences, expectations, and the aspects they found most valuable provides a roadmap for refining course content and delivery methods in the future.
There is low awareness about the need for EI for future performance, and a low enrolment rate for EI courses, as reported previously and in our course.5,6 The evaluation of the course was done at Kirkpatrick’s level 2. It would be important to assess the long-term impact of the course by assessing the study participants in future. Further research in Indian settings is required in this area.
Conflicts of interest.
None declared
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