Relationship between emotional intelligence and learning achievement in competency-based educational settings in health sciences
DOI:
https://doi.org/10.56294/hl2023329Keywords:
Emotional intelligence, Learning achievements, Educational environments, Competencies in health sciencesAbstract
Introduction: In the current context, competency-based education has been consolidated as a key approach in the training of professionals in health sciences (1). This educational model, focused on the development of specific skills, promotes meaningful learning that responds to the needs of the work and social environment.
Objective: To determine the relationship between emotional intelligence and learning achievements in competency-based educational environments in health sciences.
Methods: Quantitative, basic or pure, non-experimental, cross-sectional and correlational research.
Results: A correlation coefficient r=0.732 for the study variables, and a value of p=0.023.
Conclusions: Interpersonal regulation, emotional perception and understanding appear as critical competencies that educational programs should prioritize, especially in a field such as health sciences, where emotional and interpersonal skills are indispensable in both learning and professional practice. As emotional intelligence increases, learning achievements show more accelerated growth
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Copyright (c) 2023 Mónica Ocampo Pacheco, David Hugo Bernedo-Moreira, Héctor Fredy Pacompia Quispe, María Magdalena Portilla-Linares, Jorge Valdez-Portilla, Luis Gonzalo Barrera-Benavides (Author)
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