Özet:

Amaç: Tıp eğitimi açısından son yıllarda bilişsel beceriler kadar, iletişim becerileri, kişilerarası yeterlilik ve empati gibi bilişsel olmayan beceriler giderek önem kazanmaya başlamıştır. Hastalarla olan iletişimde duyguları anlama ve yönetme becerisinin önemli olduğu düşünüldüğünde hekimlerden duygusal zekalarının ve empati yeteneklerinin yüksek olması beklenmektedir. Aynı zamanda duygusal zeka sayesinde sağlık bakımı veren ekip üyeleri arasındaki olumlu etkileşim ve ilişkiler, sağlık bakım kalitesini de artırabilmektedir. Bu çalışmada Muğla Sıtkı Koçman Üniversitesi Tıp Fakültesi dönem I, dönem II ve dönem III öğrencilerinin duygusal zekalarıyla empati eğilimleri arasındaki ilişkinin incelenmesi amaçlanmıştır. Yöntem: Araştırmada üç bölümden oluşan anket formu kullanılmıştır: Kişisel Bilgi Formu (Literatür ışığında araştırmacılar tarafından oluşturulmuştur). Reuven Bar-On’un geliştirdiği Acar F’nin Türkçeye uyarlayıp geçerlilik ve güvenilirlik çalışmasını yaptığı Bar-On Duygusal Zeka Ölçeği, Dökmen’in geliştirdiği Empatik Eğilim Ölçeği. Verilerin değerlendirilmesi SPSS 20.0 paket programında tanımlayıcı istatistikler, student t test, ANOVA ve korelasyon testleri kullanılarak yapılmıştır. Bulgular: Araştırmamıza 55’i (%45.8) kadın, 65’i (%54.2) erkek olmak üzere 120 öğrenci katılmıştır. Öğrencilerin duygusal zeka ölçeğinin kişisel beceri, kişilerarası beceri, uyumluluk, stresle baş etme, genel ruh hali alt boyutları ile empati düzeyleri arasında pozitif yönde anlamlı, orta düzeyde bir korelasyon saptanmıştır. Öğrencilerin duygusal zeka ölçeğinin kişisel beceri, kişilerarası beceri, uyumluluk, stresle baş etme, genel ruh hali alt boyutları ile empati düzeyleri arasında pozitif yönde anlamlı, orta düzeyde bir korelasyon saptanmıştır. Sonuç: Bilişsel olmayan beceriler öğrenilebilen becerilerdir. Tıp eğitiminde bu becerilere yönelik teorik ve uygulamalı eğitim programlarının oluşturulmasının önemli olduğu düşünülmektedir. Anahtar söçükler: Tıp eğitimi, duygusal zeka, iletişim becerileri Objective: The notion of emotional intelligence is getting more attraction over the last years and scientists are now including the harmonization of the individual to their surroundings and their relationship with others to the definition of intelligence as well as logic and other cognitive processes. Bar-On model is suggesting that empathy, social relationships and relationship skills are among the fundamental building blocks of emotional intelligence. Studies show that social skills and empathic behavior affect the academic achievements in a positive way. Having high emotional intelligence and empathy skills are important for physicians to understand their patients, evaluate their patients’ illnesses and establish doctor patient relationship; also they help increase the success rate of the cure and patient satisfaction. This study aims to investigate the emotional intelligence and empathy levels of medical students and the relationship between emotional intelligence levels and empathic tendencies. Methods: The population of this descriptive study was formed by 157 students who were studying in Muğla Sıtkı Koçman University Medical Faculty in the year of 2013-2014. However, 37 students did not participate in the study because of reasons such as not accepting to be a part of the study or not attending to school at the day the study was going to take place, thus a total of 120 students participated (participation rate was 76.4%). A personal information form of 16 questions that includes the social demographic features of the participants, Bar-On Emotional Intelligence Scale and Empathy Tendency Scale developed by Dökmen (1988) were used for data collection. Data was analyzed using the SPSS 20 computer program. Descriptive statistics, student t test, One-way Anova (Turkey’s HSD test for post-hoc evaluation) and correlation tests were used. Also cronbach alpha coefficient was calculated in order to determine the reliability levels of the scales that were used. Results: Fifty-five women (45.8%) and 65 men (54.2%), with a total of 120 students, have attended to the study. A medium level of positive correlation was determined between students’ empathy levels and emotional intelligence subscales. They were personal skills (r=0.477, p=0.001), interpersonal skills (r=0.408, p=0.001), coherence (r=0.358, p=0.0019), dealing with stress (r=0.376, p=0.001) and general mood (r=0.586, p=0.001). There was a positive correlation between dealing with stress and being a member of any student clubs (r=0.197, p=0.041). Discussion: According to the results of the study the mean score of the students’ emotional intelligence levels were mediocre. A significant medium level of positive correlation was determined between personal skills, interpersonal skills, coherence, dealing with stress and general mood which are all sub topics of emotional intelligence scale, and empathy levels. In other words as the emotional intelligence levels of individuals increase so do their empathy tendencies. Lately there is an inclination towards evaluating emotional intelligence and empathy skills for being admitted to medical schools. It is being discussed that medical students are full of empathy and compassion before their education starts but the medical syllabus influences them towards scientific approach rather than humane approach; they start to see their patients as cases and not human being thus causing a decrease in empathic approach. There are also studies that show medical faculties increase empathic approaches rather than decrease them so there is no definite consensus. In our study it has been found out that freshmen have more empathic tendencies than juniors. Conclusion: The emotional intelligence points of medical students were determined to be mediocre and a positive relationship between empathy and emotional intelligence was determined.It is being thought that training programs that increase emotional intelligence and empathic skills for physician candidates are important.

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