Pedagogical conditions for ensuring cognitive-emotional integration in medical education

https://doi.org/10.35912/psychohealth.v1i2.3637
Published: Nov 7, 2025

Abstract:

Purpose: This study aims to identify and substantiate the pedagogical conditions that ensure cognitive-emotional integration in medical education, emphasizing the balance between intellectual development and emotional intelligence for the formation of empathetic, competent, and ethically responsible healthcare professionals.

Methodology: A mixed-method design combining theoretical and empirical approaches was employed. The research involved 120 medical students divided equally into experimental and control groups. Data were collected using instruments such as the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT), Jefferson Scale of Physician Empathy (JSPE), and Reflection Questionnaire. Experimental interventions included reflection-based learning, empathy simulations, and emotionally engaging teaching strategies.

Results: Findings revealed significant improvements (p < 0.05) in the experimental group in emotional intelligence (+24%), empathy (+22%), and reflective ability (+27%) compared to the control group. Qualitative data indicated enhanced motivation, emotional regulation, and professional identity formation, confirming that emotional engagement deepens cognitive understanding and ethical awareness.

Conclusion: Cognitive-emotional integration effectively harmonizes rational and affective learning, strengthening both professional competence and emotional resilience. The developed pedagogical model fosters holistic development, aligning with humanistic and experiential learning theories.

Limitations: The study was limited to one academic semester and a single institution, suggesting the need for longitudinal and cross-cultural validation.

Contribution: This research contributes a validated pedagogical model that unites cognition and emotion, offering actionable strategies for medical educators to cultivate emotionally intelligent, reflective, and compassionate physicians.

Keywords:
1. Cognitive-Emotional Integration
2. Emotional Intelligence
3. Humanistic Approach
4. Pedagogical Conditions
5. Professional Competence
6. Simulation Learning
Authors:
Kudratova Dildor Hikmatovna
Bukhara State Medical Institute, Bukhara Region, Uzbekistan
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Hikmatovna, K. D. (2025). Pedagogical conditions for ensuring cognitive-emotional integration in medical education. Psychohealth: Scientific Journal of Psychology and Mental Health, 1(2), 63–74. https://doi.org/10.35912/psychohealth.v1i2.3637
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Vol. 1 No. 2 (2025): November
Articles
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    Shi, M., & Du, T. (2020). Associations of Emotional Intelligence and Gratitude with Empathy in Medical Students. BMC Medical Education, 20(1), 116. doi:https://doi.org/10.1186/s12909-020-02041-4

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    Versel, J. L., Plezia, A., Jennings, L., Sontag-Milobsky, I., Adams, W., & Shahid, R. (2023). Emotional Intelligence and Resilience “PROGRAM” Improves Wellbeing and Stress Management Skills in Preclinical Medical Students. Advances in Medical Education and Practice, 1309-1316. doi:https://doi.org/10.2147/AMEP.S437053

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    Yuldashevich, M. M. (2025). Effective Technologies for Psychocorrectional Work with Juvenile Offenders. Journal of Multidisciplinary Academic and Practice Studies, 3(4), 1001-1012. doi:https://doi.org/10.35912/jomaps.v3i4.3602

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  2. Boyatzis, R. E. (2008). Competencies in the 21st Century. Journal of Management Development, 27(1), 5-12. doi:https://doi.org/10.1108/02621710810840730
  3. Cant, R. P., & Cooper, S. J. (2010). Simulation?based Learning in Nurse Education: Systematic Review. Journal of Advanced Nursing, 66(1), 3-15. doi:https://doi.org/10.1111/j.1365-2648.2009.05240.x
  4. Damasio, A. (1994). Descartes’ Error: Emotion, Reason and the Human Brain, New York. G. P. Putnam's Sons.
  5. Dewey, J. (1986). Experience and education. Paper Presented at the The Educational Forum.
  6. Dzhumaevna, N. N. (2025). Avicenna’s Legacy and the Modern Model of Public Health: Transforming the Roles of Education and Social Justice. Journal of Multidisciplinary Academic and Practice Studies, 3(4), 1013-1028. doi:https://doi.org/10.35912/jomaps.v3i4.3603
  7. Goleman, D. (2005). Emotional Intelligence: Why it Can Matter More Than IQ: Bantam.
  8. Hojat, M. (2016). Empathy in Health Professions Education and Patient Care. doi:https://doi.org/10.1007/978-3-319-27625-0
  9. Hsu, W.-C., Fuh, L.-J., & Liao, S.-C. (2024). Tickling the Heart: Integrating Social Emotional Learning into Medical Education to Cultivate Empathetic, Resilient, and Holistically Developed Physicians. Frontiers in Medicine, 11, 1368858. doi:https://doi.org/10.3389/fmed.2024.1368858
  10. Immordino?Yang, M. H., & Damasio, A. (2007). We feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education. Mind, Brain, and Education, 1(1), 3-10. doi:https://doi.org/10.1111/j.1751-228X.2007.00004.x
  11. Inoyatovna, A. K. (2025). Strategies for Fostering Functional Literacy in Medical Students During Biochemistry Instruction. Studies in Medicine and Public Health, 1(1), 31-41. doi:https://doi.org/10.35912/simph.v1i1.3318
  12. Kember, D., Leung, D. Y., Jones, A., Loke, A. Y., McKay, J., Sinclair, K., . . . Wong, M. (2000). Development of a Questionnaire to Measure the Level of Reflective Thinking. Assessment & Evaluation in Higher Education, 25(4), 381-395. doi:https://doi.org/10.1080/713611442
  13. Khikmatovich, K. I. (2025). The Tendency of Factors Influencing the State of Psychological Readiness of an Individual for Professional Activity. Journal of Multidisciplinary Academic and Practice Studies, 3(2), 143-154. doi:https://doi.org/10.35912/jomaps.v3i2.3595
  14. Kolb, D. A. (2014). Experiential learning: Experience as the Source of Learning and Development: FT Press.
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  18. Maslow, A. (1970). Motivation and Personality.—New York: Harpaer & Row, 1954. ??????? ??????. ????????? ? ????????. ???. ?? ???????????.
  19. Mayer, J., & Salovey, P. (1990). Emotional Intelligence Imagination Cognition and Personality. American Journal of Educational Research.
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  21. Pessoa, L. (2008). On the Relationship between Emotion and Cognition. Nature Reviews Neuroscience, 9(2), 148-158. doi:https://doi.org/10.1038/nrn2317
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  24. Shi, M., & Du, T. (2020). Associations of Emotional Intelligence and Gratitude with Empathy in Medical Students. BMC Medical Education, 20(1), 116. doi:https://doi.org/10.1186/s12909-020-02041-4
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  26. Versel, J. L., Plezia, A., Jennings, L., Sontag-Milobsky, I., Adams, W., & Shahid, R. (2023). Emotional Intelligence and Resilience “PROGRAM” Improves Wellbeing and Stress Management Skills in Preclinical Medical Students. Advances in Medical Education and Practice, 1309-1316. doi:https://doi.org/10.2147/AMEP.S437053
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