The effect of transactional analysis training on emotional intelligence in health professions students

Hui Yean Seow; Mabel Huey Lu Wu; Mandakini Mohan; Norul Hidayah Binti Mamat; Hildegunn Ellinor Kutzsche; Allan Pau

doi:10.1186/s12909-022-03455-y

The effect of transactional analysis training on emotional intelligence in health professions students

BMC Med Educ. 2022 May 19;22(1):383. doi: 10.1186/s12909-022-03455-y.

Authors

Hui Yean Seow^{1

2}, Mabel Huey Lu Wu^{1

2}, Mandakini Mohan³, Norul Hidayah Binti Mamat⁴, Hildegunn Ellinor Kutzsche^{5

6}, Allan Pau²

Affiliations

¹ Private Dental Practitioner, Kuala Lumpur, Malaysia.
² School of Dentistry, International Medical University, Bukit Jalil, Kuala Lumpur, Malaysia.
³ School of Dentistry, International Medical University, Bukit Jalil, Kuala Lumpur, Malaysia. mandakini_mohan@imu.edu.my.
⁴ IMU Centre for Education, International Medical University, Kuala Lumpur, Malaysia.
⁵ IMU Clinical Skills and Simulation Centre, International Medical University, Kuala Lumpur, Malaysia.
⁶ Norwegian Women's Public Health Association, Oslo, Norway.

Abstract

Background: Emotional intelligence (EI) is considered to present a significant predictor of work performance whereas Transactional analysis (TA) is the relational perspective in communication in managing emotions. We evaluated the effect of psycho-educational training in EI and TA (TEITA) on EI among health professions undergraduates, with post-training, and at 1-month follow-up.

Methods: A total of 34 participants participated in the study where 17 participants were in the TEITA group and another 17 were in the control group. A quasi-experimental non-randomised, controlled cohort study was conducted, in which participants in the TEITA group were introduced to EI and TA concepts on a weekly basis for four weeks, at 90 min each time, and provided with opportunities for experiential sharing of emotions and coping mechanisms experienced in the previous week. Both TEITA and control groups received weekly EI and TA reading materials. All completed the 16-item Wong and Law EI Scale at baseline and post-training. The training group also completed the questionnaire at a 1-month follow-up. Wilcoxon Signed Ranks and Mann Whitney tests were used to analyse within a group and between group changes in EI scores.

Results: Baseline EI scores in the TEITA group were lower than the control group. On completion of TEITA, EI scores in the TEITA group increased, and differences were not detected between groups. Within the TEITA group, paired increases in all domains were statistically significant, whereas, in the control group, the paired increase was only detected in the domain addressing regulations of emotion (ROE). Pre to post-training increases in EI scores were statically significantly greater in TEITA compared to control groups. At the 1-month follow-up, EI scores were sustained.

Conclusion: The psycho-educational training based on EI and TA is effective in enhancing EI among health professions undergraduates. Future research should investigate the effect of such training on observable inter-personal and socio-economic behaviours.

Keywords: Emotional intelligence; Health professions; Quasi-Experimental Study; Transactional analysis.

Publication types

Controlled Clinical Trial

MeSH terms

Cohort Studies
Emotional Intelligence
Health Occupations
Humans
Students, Health Occupations*
Transactional Analysis*