فهرست نشریات علمی دسترسی آزاد ایران

Background: An active teaching method has been used widely in medical education. The aimof this study was to determine the effectiveness of the four‑phase teaching method on midwiferystudents’ emotional intelligence (EQ) in managing the childbirth. Materials and Methods: Thiswas an experimental study that performed in 2013 in Isfahan University of Medical Sciences.Thirty midwifery students were involved in this study and selected through a random samplingmethod. The EQ questionnaire (43Q) was completed by both the groups, before and after theeducation. The collected data were analyzed using SPSS 14, the independent t‑test, and thepaired t‑test. The statistically significant level was considered to be <0.05. Results: The findingsof the independent t‑test did not show any significant difference between EQ scores of theexperimental and the control group before the intervention, whereas a statistically significantdifference was observed after the intervention between the scores of two groups (P = 0.009).The paired t‑test showed a statistically significant difference in EQ scores in the two groupsafter the intervention in the four‑phase and the control group, respectively, as P = 0.005 andP = 0.018. Furthermore, the rate of self‑efficiency has increased in the experimental groupand control group as 66% and 13% (P = 0.024), respectively. Conclusion: The four‑phaseteaching method can increase the EQ levels of midwifery students. Therefore, the conductionof this educational model is recommended as an effective learning method.