Presentation Information
[P-29-04]Thai medical students' experiences in developing emotional intelligence through applied theatre workshops
*Phuhin Thongsook1, Varis Manomaivong1, Yodying Dangprapai1, Wuttipat Iammeechai1,2 (1.Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok(Thailand), 2.MGH Institute of Health Professions, Boston, Massachusetts(United States of America))
Keywords:
Emotional intelligence,Applied theatre,Medical education,Non-technical skills,Qualitative research
Background: Applied theatre has been utilized for learning purposes since the 20th Century. Medical education has adopted applied theatre to enhance medical students’ competencies such as communication, creative learning, and personal development, which are related to emotional intelligence. Therefore, this study aimed to describe Thai medical students’ experiences in developing emotional intelligence through applied theatre workshops.
Method: Participants were medical students who attended applied theatre workshops at the Faculty of Medicine Siriraj Hospital, Bangkok, Thailand. Three highly-experienced actors and screenwriters designed and facilitated the workshops. After completion of the workshops, each participant joined a semi-structured interview individually. Interviews were recorded and verbatimly transcribed to text. The authors (WI, PT, and VM) employed thematic analysis to deductively analyze interview transcriptions within Goleman’s framework of four components of emotional intelligence, thereby constructing themes. Subthemes were inductively analyzed regarding participants’ experiences. Investigator triangulation was employed to increase the trustworthiness of the study results.
Result: Seven medical students (39% of participants) joined the interviews. Four major components of emotional intelligence were constructed as themes, and seven subthemes were described. Self-awareness consisted of two subthemes: embracing one's own positive and negative emotions, and understanding the background of one's emotions and thoughts. Self-regulation had one subtheme: appropriately manage own emotions and expressions. Three subthemes for social awareness included understanding the diversity of thoughts, emotions, decisions, and background, applying to understanding patients, and balacing ethical dilemma. Relationship management consisted of two subthemes: a new mindset of teamwork and carefully communicating with others.
Conclusion: Participants described experiences of improving their emotional intelligence in four primary attributes while attending applied theatre workshops. Mixed-method studies are potential future research to increase the application of this study's results.
Method: Participants were medical students who attended applied theatre workshops at the Faculty of Medicine Siriraj Hospital, Bangkok, Thailand. Three highly-experienced actors and screenwriters designed and facilitated the workshops. After completion of the workshops, each participant joined a semi-structured interview individually. Interviews were recorded and verbatimly transcribed to text. The authors (WI, PT, and VM) employed thematic analysis to deductively analyze interview transcriptions within Goleman’s framework of four components of emotional intelligence, thereby constructing themes. Subthemes were inductively analyzed regarding participants’ experiences. Investigator triangulation was employed to increase the trustworthiness of the study results.
Result: Seven medical students (39% of participants) joined the interviews. Four major components of emotional intelligence were constructed as themes, and seven subthemes were described. Self-awareness consisted of two subthemes: embracing one's own positive and negative emotions, and understanding the background of one's emotions and thoughts. Self-regulation had one subtheme: appropriately manage own emotions and expressions. Three subthemes for social awareness included understanding the diversity of thoughts, emotions, decisions, and background, applying to understanding patients, and balacing ethical dilemma. Relationship management consisted of two subthemes: a new mindset of teamwork and carefully communicating with others.
Conclusion: Participants described experiences of improving their emotional intelligence in four primary attributes while attending applied theatre workshops. Mixed-method studies are potential future research to increase the application of this study's results.