*2.1.6 A formative tool*

The SE-SD tool focuses on the process of SEI development rather than on its outcomes. It is assumed that social–emotional development is an on-going lifelong process which takes place within relationships (in this case, with the course instructor). It has been demonstrated that relationships that are based on trust, guidance, support and formative feedbacks enhance SEI development [12, 32]. As an inseparable part of the SE-SD tool, therefore, evaluations and feedbacks from course instructors provide formative comments which students can use in order to continue to progress and to refine their development process. All these elements have been noted to enhance SEI development [47] and motivation levels [31].

Academic assignments that integrate the SE-SD tool are evaluated based on their degree of completion and on the students' level of understanding of several elements: the concept of EI, the specific SEI skills that are being acquired, and the relevance of these skills to the particular healthcare profession at the center of the course. During the active development stage, students are evaluated based on their level of engagement and reflection. The importance of reflective learning has been previously highlighted [44], noting that reflections on thoughts, feelings and behaviors that underlie attitudes and habits, both personal and of others, enhance the development of SEI competencies.

#### *2.1.7 A self-directed and self-paced process*

As emotions, thoughts, competencies, behaviors and habits are all unique to each individual, it is recommended that social–emotional development processes include a focus on individual social–emotional skills [12, 48]. To this end, the SE-SD tool allows students to follow their own individual development path at their own

pace, to start the development process from their own individual starting point, to focus on their own specific goals and to self-assess their progress. Self-directed processes encourage participants to be personally accountable for their progress and involve them in planning, carrying out and evaluating their own learning experiences. These elements, in turn, were noted to enhance motivation, which is key to social–emotional training success [12].

In order to manage their self-directed learning, students receive "road maps" (either in a digital form or in print) that outline their assignments and set specific points in time for evaluations and feedbacks. The assignments are order-dependent, as each assignment builds on the previous one, and the order in which assignments are offered is pre-determined. While students can follow the development process at their own pace, they are instructed to avoid completing their assignments all at once. This time-paced approach maximizes the effectiveness of the learning process, allowing students time for reflection and practice and providing instructors with at least two opportunities, at two different points in time, to deliver evaluations and feedbacks to students.
