Emotional Intelligence Among Medical Students in Palestine A Cross-Sectional Study

Background: Emotional intelligence (EI) is defined as a pro-social behavior that deals with recognizing, understanding, influencing and managing our own and other’s emotions. In medical education and clinical practice, EI has been related to improves the doctor-patient relationship. Objectives: Measure EI among Palestinian medical students in two stages of their studies, clinical and basic sciences, and assessing the factors that may affect it. Moreover, compare medical students of Al-Quds and Al-Najah Universities regarding EI score and detect possible differences. Methods: A quantitative, cross-sectional, questionnaire-based, online survey was conducted among 692 medical students in Al-Quds and Al-Najah universities in Palestine. Emotional intelligence was evaluated using a 33-item scale as an index introduced by Schutte et al. (1998). Data was analyzed in a quantitative manner using SPSS (VER.20). Results: 745 students filled the questionnaire with a response rate of 92.88%. A total of 692 were sampled which were representative of the student population. The mean score of EI is 3.83 (SD=0.41) out of a maximum possible score of 5 with 69.1% of the sample having high EI. Statistics showed that EI decreased significantly at α≤0.05 among basic and clinical stages of study with a negative correlation between EI and academic year (PCC= -0.086). This indicates that as the academic year increases, EI decreases (p=0.023). Moreover, EI is affected significantly at α≤0.05 in a positive manner by having a hobby or doing extracurricular activities. In addition, students who indicate they always regret studying medicine tend to relate to lower EI, this may reflect the lack of interest to study this field. Conclusion: Medical students, both male and female, have a relatively high level of emotional intelligence in the universities that were studied. Students in the clinical stage have lower EI than basic sciences medical students, which indicates that students have a conflict between objectivity and humanity while training clinically. Therefore, emotional support during clinical years would serve in improving EI. Moreover, EI is affected by having a hobby or extracurricular activities, indicating that EI can be modulated through the encouragement of such activities

Mortality from gastrointestinal congenital anomalies at 264 hospitals in 74 low-income, middle-income, and high-income countries: a multicentre, international, prospective cohort study

Summary Background Congenital anomalies are the fifth leading cause of mortality in children younger than 5 years globally. Many gastrointestinal congenital anomalies are fatal without timely access to neonatal surgical care, but few studies have been done on these conditions in low-income and middle-income countries (LMICs). We compared outcomes of the seven most common gastrointestinal congenital anomalies in low-income, middle-income, and high-income countries globally, and identified factors associated with mortality. Methods We did a multicentre, international prospective cohort study of patients younger than 16 years, presenting to hospital for the first time with oesophageal atresia, congenital diaphragmatic hernia, intestinal atresia, gastroschisis, exomphalos, anorectal malformation, and Hirschsprung’s disease. Recruitment was of consecutive patients for a minimum of 1 month between October, 2018, and April, 2019. We collected data on patient demographics, clinical status, interventions, and outcomes using the REDCap platform. Patients were followed up for 30 days after primary intervention, or 30 days after admission if they did not receive an intervention. The primary outcome was all-cause, in-hospital mortality for all conditions combined and each condition individually, stratified by country income status. We did a complete case analysis. Findings We included 3849 patients with 3975 study conditions (560 with oesophageal atresia, 448 with congenital diaphragmatic hernia, 681 with intestinal atresia, 453 with gastroschisis, 325 with exomphalos, 991 with anorectal malformation, and 517 with Hirschsprung’s disease) from 264 hospitals (89 in high-income countries, 166 in middleincome countries, and nine in low-income countries) in 74 countries. Of the 3849 patients, 2231 (58·0%) were male. Median gestational age at birth was 38 weeks (IQR 36–39) and median bodyweight at presentation was 2·8 kg (2·3–3·3). Mortality among all patients was 37 (39·8%) of 93 in low-income countries, 583 (20·4%) of 2860 in middle-income countries, and 50 (5·6%) of 896 in high-income countries (p<0·0001 between all country income groups). Gastroschisis had the greatest difference in mortality between country income strata (nine [90·0%] of ten in lowincome countries, 97 [31·9%] of 304 in middle-income countries, and two [1·4%] of 139 in high-income countries; p≤0·0001 between all country income groups). Factors significantly associated with higher mortality for all patients combined included country income status (low-income vs high-income countries, risk ratio 2·78 [95% CI 1·88–4·11], p<0·0001; middle-income vs high-income countries, 2·11 [1·59–2·79], p<0·0001), sepsis at presentation (1·20 [1·04–1·40], p=0·016), higher American Society of Anesthesiologists (ASA) score at primary intervention (ASA 4–5 vs ASA 1–2, 1·82 [1·40–2·35], p<0·0001; ASA 3 vs ASA 1–2, 1·58, [1·30–1·92], p<0·0001]), surgical safety checklist not used (1·39 [1·02–1·90], p=0·035), and ventilation or parenteral nutrition unavailable when needed (ventilation 1·96, [1·41–2·71], p=0·0001; parenteral nutrition 1·35, [1·05–1·74], p=0·018). Administration of parenteral nutrition (0·61, [0·47–0·79], p=0·0002) and use of a peripherally inserted central catheter (0·65 [0·50–0·86], p=0·0024) or percutaneous central line (0·69 [0·48–1·00], p=0·049) were associated with lower mortality. Interpretation Unacceptable differences in mortality exist for gastrointestinal congenital anomalies between lowincome, middle-income, and high-income countries. Improving access to quality neonatal surgical care in LMICs will be vital to achieve Sustainable Development Goal 3.2 of ending preventable deaths in neonates and children younger than 5 years by 2030

Emotional Intelligence Among Medical Students in Palestine A Cross-Sectional Study

Background: Emotional intelligence (EI) is defined as a pro-social behavior that deals with recognizing, understanding, influencing and managing our own and other’s emotions. In medical education and clinical practice, EI has been related to improves the doctor-patient relationship. Objectives: Measure EI among Palestinian medical students in two stages of their studies, clinical and basic sciences, and assessing the factors that may affect it. Moreover, compare medical students of Al-Quds and Al-Najah Universities regarding EI score and detect possible differences. Methods: A quantitative, cross-sectional, questionnaire-based, online survey was conducted among 692 medical students in Al-Quds and Al-Najah universities in Palestine. Emotional intelligence was evaluated using a 33-item scale as an index introduced by Schutte et al. (1998). Data was analyzed in a quantitative manner using SPSS (VER.20). Results: 745 students filled the questionnaire with a response rate of 92.88%. A total of 692 were sampled which were representative of the student population. The mean score of EI is 3.83 PalStudent Journal Correspondence concerning this article should be addressed tothe mentioned authors at the mentioned institutes. Copyright © 2020 Al-Quds University, Deanship of Scientific Research. All rights reserved. E-mail: [email protected] Palestine, Abu Dis, Al-Quds University (SD=0.41) out of a maximum possible score of 5 with 69.1% of the sample having high EI. Statistics showed that EI decreased significantly at α≤0.05 among basic and clinical stages of study with a negative correlation between EI and academic year (PCC= -0.086). This indicates that as the academic year increases, EI decreases (p=0.023). Moreover, EI is affected significantly at α≤0.05 in a positive manner by having a hobby or doing extracurricular activities. In addition, students who indicate they always regret studying medicine tend to relate to lower EI, this may reflect the lack of interest to study this field. Conclusion: Medical students, both male and female, have a relatively high level of emotional intelligence in the universities that were studied. Students in the clinical stage have lower EI than basic sciences medical students, which indicates that students have a conflict between objectivity and humanity while training clinically. Therefore, emotional support during clinical years would serve in improving EI. Moreover, EI is affected by having a hobby or extracurricular activities, indicating that EI can be modulated through the encouragement of such activities

Emotional Intelligence Among Medical Students in Palestine A Cross-Sectional Study

Background: Emotional intelligence (EI) is defined as a pro-social behavior that deals with recognizing, understanding, influencing and managing our own and other’s emotions. In medical education and clinical practice, EI has been related to improves the doctor-patient relationship. Objectives: Measure EI among Palestinian medical students in two stages of their studies, clinical and basic sciences, and assessing the factors that may affect it. Moreover, compare medical students of Al-Quds and Al-Najah Universities regarding EI score and detect possible differences. Methods: A quantitative, cross-sectional, questionnaire-based, online survey was conducted among 692 medical students in Al-Quds and Al-Najah universities in Palestine. Emotional intelligence was evaluated using a 33-item scale as an index introduced by Schutte et al. (1998). Data was analyzed in a quantitative manner using SPSS (VER.20). Results: 745 students filled the questionnaire with a response rate of 92.88%. A total of 692 were sampled which were representative of the student population. The mean score of EI is 3.83 PalStudent Journal Correspondence concerning this article should be addressed tothe mentioned authors at the mentioned institutes. Copyright © 2020 Al-Quds University, Deanship of Scientific Research. All rights reserved. E-mail: [email protected] Palestine, Abu Dis, Al-Quds University (SD=0.41) out of a maximum possible score of 5 with 69.1% of the sample having high EI. Statistics showed that EI decreased significantly at α≤0.05 among basic and clinical stages of study with a negative correlation between EI and academic year (PCC= -0.086). This indicates that as the academic year increases, EI decreases (p=0.023). Moreover, EI is affected significantly at α≤0.05 in a positive manner by having a hobby or doing extracurricular activities. In addition, students who indicate they always regret studying medicine tend to relate to lower EI, this may reflect the lack of interest to study this field. Conclusion: Medical students, both male and female, have a relatively high level of emotional intelligence in the universities that were studied. Students in the clinical stage have lower EI than basic sciences medical students, which indicates that students have a conflict between objectivity and humanity while training clinically. Therefore, emotional support during clinical years would serve in improving EI. Moreover, EI is affected by having a hobby or extracurricular activities, indicating that EI can be modulated through the encouragement of such activities

Emotional Intelligence Among Medical Students in Palestine A Cross-Sectional Study

Background: Emotional intelligence (EI) is defined as a pro-social behavior that deals with recognizing, understanding, influencing and managing our own and other’s emotions. In medical education and clinical practice, EI has been related to improves the doctor-patient relationship. Objectives: Measure EI among Palestinian medical students in two stages of their studies, clinical and basic sciences, and assessing the factors that may affect it. Moreover, compare medical students of Al-Quds and Al-Najah Universities regarding EI score and detect possible differences. Methods: A quantitative, cross-sectional, questionnaire-based, online survey was conducted among 692 medical students in Al-Quds and Al-Najah universities in Palestine. Emotional intelligence was evaluated using a 33-item scale as an index introduced by Schutte et al. (1998). Data was analyzed in a quantitative manner using SPSS (VER.20). Results: 745 students filled the questionnaire with a response rate of 92.88%. A total of 692 were sampled which were representative of the student population. The mean score of EI is 3.83 (SD=0.41) out of a maximum possible score of 5 with 69.1% of the sample having high EI. Statistics showed that EI decreased significantly at α≤0.05 among basic and clinical stages of study with a negative correlation between EI and academic year (PCC= -0.086). This indicates that as the academic year increases, EI decreases (p=0.023). Moreover, EI is affected significantly at α≤0.05 in a positive manner by having a hobby or doing extracurricular activities. In addition, students who indicate they always regret studying medicine tend to relate to lower EI, this may reflect the lack of interest to study this field. Conclusion: Medical students, both male and female, have a relatively high level of emotional intelligence in the universities that were studied. Students in the clinical stage have lower EI than basic sciences medical students, which indicates that students have a conflict between objectivity and humanity while training clinically. Therefore, emotional support during clinical years would serve in improving EI. Moreover, EI is affected by having a hobby or extracurricular activities, indicating that EI can be modulated through the encouragement of such activities