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This was a cross-sectional study using the MSCEIT as the instrument to measure emotional intelligence.ParticipantsThe participants were the first- and final-year medical students 18 years old or older pursuing an undergraduate degree. Students who refused to participate, who were ever diagnosed to have psychiatric disorders, or who did not understand English, were excluded from the study.Academic performanceAcademic performance measures consisted of the total continuous assessment (CA) and the final examination (FE) marks, in averaged percentages with marks range from 0 to 100 . We used these as our primary study outcomes because they were important objective summative assessments. Scores on these tests decide whether the first-year students would proceed to the second year; and the final-year students to be conferred the medical degree. The first-year continuous assessment comprised the average percentage of the total of five end-of-package examinations on basic medical sciences. The final-year continuous assessment comprised the average percentage of the total six surgical and medical postings. These end-of-posting assessments comprise written assessment (multiple choice questions) and clinical examinations (long-case and/or short-case clinical examination). The final examination marks for first-year students was the end of the Package 6 examination. Final examination marks for final-year students were the aggregate Professional Examination III, which consists of multiple choice [http://www.medchemexpress.com/Licochalcone-A.html purchase Licochalcone A] questions (MCQ), modified essay questions (MEQ), objective structured clinical examination (OSCE), long-case and short-case clinical examination. The first-year Package 1 to Package 6 examinations comprise written assessment (multiple choice and shortChew et al. BMC Medical Education 2013, 13:44 http://www.biomedcentral.com/1472-6920/13/Page 3 ofanswer questions) and objective structured practical examinations (OSPE). In the written exams, the skills required are mainly cognitive and affective. In the practical exams such as OSPE, OSCE, short-case and longcase clinical exams, the skills would involve more of psychomotor besides affective and cognitive domains. Performance was coded using the standard A to F grading system, with the following cut scores for each letter grade: A  75 , B + =70?4 , B 65?9 , B- 60?4 , C 50?9  and F
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