目的 探讨情绪管理课程对医学研究生自我情绪管理能力的影响,为高校开展研究生情绪自我调整策略提供实践依据和重要参考。方法 2022年10至11月,采用混合研究方法,整群抽取某医科大学选修研究生情绪管理课程的医学研究生为研究对象,开展6次课程干预。干预前后采用自编教学调查表、情绪智力量表、伯克利情绪表达量表、自编情绪管理素养问卷等开展课程干预效果的量性评价,采用焦点小组访谈方式开展课程干预效果的质性评价。结果 全程参与课程干预的48名医学研究生干预前后,情绪管理素养问卷总分差异具有统计学意义[(72.94±18.69)分比(107.65±11.79)分,P＜0.001];情绪智力量表的识别他人情绪维度[(23.65±2.18)分比(24.44±1.83)分,P＜0.05]、情绪利用维度[(28.98±2.63)分比(29.92±3.26)分,P＜0.05]和伯克利情绪表达量表的消极情绪表达维度[(17.52±3.49)分比(18.46±3.31)分,P＜0.05]评分差异均具有统计学意义。焦点小组访谈结果,提炼出3个主题:①情绪感知变化;②情绪认知调适;③情绪自我疏导。结论 情绪管理课程对医学研究生自我情绪管理能力提升有正向促进作用,医学院校可以通过开设相关课程干预,进一步提高医学研究生情绪识别、利用和表达,最终促进其全面提升自我情绪管理能力。

Objective To explore the effect of an emotion management course on self- management ability of medical graduate students, and to inform the further development of emotional self-adjustment strategies for graduate students in universities. Methods This is a mixed-methods research. From October to November 2022, a group of medical graduate students were enrolled in this study, who took the course of ″Emotion Management for Graduate students″, carried out in six 120-minute sessions. Before and after the intervention, the effects of curriculum intervention were quantitatively evaluated by self-designed teaching questionnaire, Emotional Intelligence Scale (EIS), Berkeley Emotional Expression Scale (BEQ) and self-designed emotional management literacy Scale, and qualitative evaluation was carried out by focus group interview. Results The total score of emotion management literacy scale of 48 medical graduate students who participated in the whole course intervention was significantly different before and after the intervention [(72.94±18.69) vs. (107.65±11.79), P<0.001]. The dimensions of the EIS scale in identifying other people′s emotions [(23.65±2.18) vs. (24.44±1.83), P<0.05], emotional utilization [(28.98±2.63) vs. (29.92±3.26), P<0.05] and the negative emotion expression dimension of BEQ scale [(17.52±3.49) vs. (18.46±3.31), P<0.05] were statistically significant. Three themes were identified from the focus group interviews: (1) Changes in emotional perception; (2) Emotional cognitive adjustment; (3) Emotional self-regulation. Conclusions The emotion management course has a positive effect on the improvement of self-emotion management ability of medical graduate students. Medical colleges can further improve the emotion recognition, utilization and expression of students by offering relevant courses, in order to promote their overall improvement of self-emotion management ability.