Instrumentos de evaluación de competencias emocionales en educación médica: una revisión sistemática

Cindy Giselle Diaz Contino; Eugenio Radamés  Borroto Cruz

doi:10.36097/rsan.v1iEspecial_2.3465

Authors

Cindy Giselle Diaz Contino Universidad San Gregorio de Portoviejo https://orcid.org/0000-0001-6949-406X
Eugenio Radamés Borroto Cruz Universidad San Gregorio de Portoviejo https://orcid.org/0000-0002-7266-9884

DOI:

https://doi.org/10.36097/rsan.v1iEspecial_2.3465

Keywords:

emotional competencies, medical education, Medicine students, social-emotional skills, emotional intelligence, instrument

Abstract

The growing interest in the development of emotional competencies has led to an increasing number of studies and, with it, the creation of numerous instruments to evaluate them. The objective of this research is to analyze the effectiveness and relevance of instruments for evaluating emotional competencies applicable to medical students. A systematic review was conducted based on the PRISMA 2020 guidelines to identify the most used and validated instruments over time. The search was carried out in the Scopus database without time limit. It is evident that there is no consensus on which of these is the most suitable for evaluating emotional competencies specifically in the field of medical education. Six instruments are identified, although each has limitations. These could be overcome with the development of new tools that are more accessible, economical and easy to interpret by teachers for their application and analysis in the educational field.

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References

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