Emotional-Social Intelligence of Physical Therapy Students during the Initial Academic Component of Their First Professional Year

Abstract

Purpose: To describe and compare the development of emotional-social intelligence (ESI) of physical therapy students from a traditional education program and a problem-based learning (PBL) program during the initial academic component of their first professional year of studies. Methods: At the beginning of their first professional year (time 1), sixty students (39 from the traditional program, 21 from the PBL program) completed the Bar-On Emotional Quotient Inventory Short (EQ-i:S) for ESI. The EQ-i:S provides a total score and five subscale scores (Intrapersonal, Interpersonal, Stress Management, Adaptability, and General Mood). Higher scores mean higher levels of ESI. The students completed the EQ-i:S again at the end of their first academic year, just prior to commencing their first full-time clinical placement (time 2). Results: A two-way ANOVA with repeated measures (group versus time) revealed significant group by time interaction effects (p