Lockdown, Emotional Intelligence, Academic Engagement and Burnout in Pharmacy Students during the Quarantine
Metadatos
Mostrar el registro completo del ítemAutor
Moreno Fernández, Jorge; Ochoa Herrera, Julio José; López Aliaga, María Inmaculada; Muñoz Alférez, María José; Gómez Guzmán, Manuel; López Ortega, Sagrario; Díaz Castro, JavierEditorial
MDPI
Materia
Pharmacy students Lockdown Confinement Online teaching Emotional intelligence Quarantine COVID-19
Fecha
2020Referencia bibliográfica
Moreno-Fernandez J, Ochoa JJ, Lopez-Aliaga I, Alferez MJM, Gomez-Guzman M, Lopez-Ortega S, Diaz-Castro J. Lockdown, Emotional Intelligence, Academic Engagement and Burnout in Pharmacy Students during the Quarantine. Pharmacy. 2020; 8(4):194. [https://doi.org/10.3390/pharmacy8040194]
Resumen
The recent appearance and rapid spread of the new SARS-CoV-2 coronavirus meant
taking unprecedented measures to control the pandemic, which in Spain forced a state of alarm
and a very strict confinement, leading the university system to become virtual online teaching.
Taking into account the emotional deficiencies originated during the pandemic, among the most
powerful tools to achieve engagement along with the identification, control and management of
emotions is emotional intelligence (EI). The present study aims to establish the effect of the current
confinement on the teaching-learning process and academic performance and the impact of the
application of EI on university students. In total, 47 volunteers of the second course of the Degree
in Pharmacy of the University of Granada (Spain) took part in this experience. Two temporary
periods were established: at the beginning of the confinement period and after teaching several
concepts of emotional intelligence online for two months. The Maslach Burnout Inventory-Student
Survey Inventory (MBI-SS) and the Spanish version of Utrech Work Engagement Scale-Students
(UWES-S) were used to evaluate the intervention. In total, 63.5% of the students presented academic
burnout during the confinement before the intervention. After the EI workshops and seminars,
only 31.1% presented academic burnout. Before the intervention with the emotional intelligence
workshops, 44.6% experienced exhaustion, 41.7% cynicism and 60.3% felt it was ineffective in their
academic performance. After the emotional intelligence workshops and seminars, 29.1% experienced
exhaustion, 30.1% cynicism and 28.8% felt it was ineffective. The scores achieved after the study of EI
in physiology classes led to better levels in all the variables studied. Students managed their adaptive
processes more adequately and regulated their emotions better, as they felt less academic burnout
and more engaged in their academic activities at the end of the study of EI through physiology