An Emotional Intelligence Educational Intervention to Reduce Burnout in Healthcare Profession Students: A Mixed Methods Study
Abstract
Background: Burnout and social isolation pose critical threats to health and well-being, with specific detrimental impacts on healthcare profession (HCP) students and providers. Emotional Intelligence (EI) is a learnable skillset demonstrated to improve interpersonal skills, resilience, and well-being and protect against burnout.
Aim: Determine the efficacy and impact of a novel evidence-based EI educational intervention and 4-week reflection practice developed to reduce burnout in HCP students.
Methods: Mixed methods pilot study; variables of interest included validated assessments of EI, burnout, mindfulness, and sleep health, and qualitative responses to longitudinal reflection prompts and program assessment surveys. Repeated measures analyses of variance, Bonferroni pairwise comparisons, and hedges g effect sizes were used to examine changes in variables of interest over time and differences between student groups, respectively. Thematic analysis was used to identify themes in reflection responses related to student learning and experiences.
Results: Student EI, burnout, and mindfulness improved following 4-weeks of intervention content application via structured reflection. Nine primary themes were identified in reflection responses including improved self-awareness, emotion management, and positive strategy adaptations.
Conclusions: EI, burnout prevention and resilience, and mindfulness are modifiable skillsets that can be positively influenced via a brief intervention and reflection practice. Structured opportunities for abstract skill application are critical for improvement.
Keywords: stress, emotions, workshop, well-being
How to Cite:
Taylor, M. J., Andreatta, R., Woltenburg, L., Cormier, M. & Hoch, J. M., (2025) “An Emotional Intelligence Educational Intervention to Reduce Burnout in Healthcare Profession Students: A Mixed Methods Study”, Building Healthy Academic Communities 9(3), 39-64. doi: https://doi.org/10.18061/bhac.5840
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