Emotional intelligence in medical education: a critical review

Cherry, Mary Gemma; Fletcher, Ian; O’Sullivan, Helen; Dornan, Tim

doi:10.1111/medu.12406

Cited by 152 publications

(156 citation statements)

References 67 publications

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“…As opposed to some studies that suggest using EI in admission decisions, [21] it is the belief of the current study's researchers, and supported by others, [11,31] to utilize measurements of EI to identify strengths and weaknesses in abilities that can be either gleaned, or developed as needed. It is generally believed now that instead of deeming EI as a personality trait that one is predispositioned toward, there is a potential to develop this capacity to be more effective conductors of emotional operations.…”

Section: Conclusion and Implications For Nursingmentioning

confidence: 99%

“…It is generally believed now that instead of deeming EI as a personality trait that one is predispositioned toward, there is a potential to develop this capacity to be more effective conductors of emotional operations. [11,31] Much time is spent on teaching our nursing students to become critical thinkers which must remain a cornerstone of safety in nursing. However, it is time now to also focus on their ability to perceive, understand, and appraise emotions, and utilize them to be creative problem solvers, and effective emotional regulators who can de-escalate tense situation or prevent falling victim to or perpetrating violence in the workplace.…”

Section: Conclusion and Implications For Nursingmentioning

confidence: 99%

“…[11][12][13] Nurses in particular are often challenged in high stress situations to maintain a steady, clear response to myriad emotions in both their patients and their colleagues. Emotional intelligence has been associated with effective conflict management styles, [13] a skill that all nurses should be proficient in.…”

Section: Conclusion and Implications For Nursingmentioning

confidence: 99%

“…Although workplace incivility needs to be examined and addressed from many angles, increasing emotional intelligence particularly in atrisk nursing students may be one way to develop and foster resiliency as well as enhance a more civil and effective way to respond to adverse situations in future workplaces. [10][11][12][13] This exploratory cross sectional study aimed to answer the following questions: Among lower division baccalaureate nursing students : 1) what is the overall level of emotional intelligence? 2) are there variations in the components (or abilities) of emotional intelligence?…”

Section: Introductionmentioning

confidence: 99%

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A cross sectional exploration of emotional intelligence in US baccalaureate nursing students

Nosek

2015

JNEP

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Objective: New nurses may be vulnerable to bullying as they often lack confidence or do not have the skills or maturity to communicate their needs or those of their patients. Increasing emotional intelligence particularly in at-risk nursing students may be one way to foster resiliency. This exploratory cross sectional study aimed to exam the overall level and specific components of emotional intelligence as well as associations with age, ethnicity, gender, or academic standing in baccalaureate nursing students. Methods: A cross sectional analytical study was conducted using a paper demographic survey and an online emotional intelligence (EI) instrument, the MSCEIT V2.0. A convenience sample of lower division nursing students attending a professional nursing course was recruited. Statistical analyses include demographic descriptives, EI total and sub score means and standard deviations, paired t-tests to compare within group differences, and simple and linear regression on seven different EI scores to examine predictive qualities of demographic variables. Results: Overall total and many component EI scores were high average with variations noted within groups. Multiple linear regressions demonstrated that after controlling for all variables, a higher GPA and being Asian compared to White were associated with higher scores in mostly all components of EI. Four-year students scored higher than transfer students in understanding emotions. Being male was predictive of the branch, facilitating thought, and Latinos were associated with a higher score in perceiving emotions. Conclusions: This study provides an in-depth exploration of not only total EI in a lower division nursing student sample, but a comprehensive examination of the components of emotional intelligence. EI measurements can be used to identify strengths and weaknesses in abilities that can be either gleaned, or developed as needed to faciliate creative problem solving, effective patient interactions, and to develop resiliency to incivility in the workplace.

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Section: Conclusion and Implications For Nursingmentioning

confidence: 99%

Section: Conclusion and Implications For Nursingmentioning

confidence: 99%

Section: Conclusion and Implications For Nursingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A cross sectional exploration of emotional intelligence in US baccalaureate nursing students

Nosek

2015

JNEP

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“…[46] It is a type of social intelligence that involves monitoring, discriminating between and using emotions to guide thinking and actions. [47] In guided reflection, the first question explored students' feeling about the situation.…”

Section: Emotional Intelligencementioning

confidence: 99%

Teaching professionalism to Saudi nursing students using guided reflection on clinical vignettes

Ahmad

Qahtani²,

Nafee³

et al. 2017

JNEP

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Background and objective: Professionalism has to be explicitly taught in clinical rotations, yet little is reported about approaches for teaching professionalism in undergraduate nursing education. This study aims to educate undergraduate nursing students on professionalism using guided reflection on clinical vignettes. Methods: Real-life vignettes were designed to describe common professionalism dilemmas in Obstetrics and Gynecological Nursing curriculum. Teachers used a set of seven questions to trigger discussions and guide reflection on each vignette. During the session, observation notes were taken by peers on teachers' performance, students interaction and group dynamics during the sessions. After the session, students fill in a survey to report their feedback on the sessions. Results: A total of 91 third-year nursing students participated in the study felt as if they are professional nurses who manage real cases, with feedback from teachers. Students -in groups -were able to indicate stakeholders in each dilemma and advocate their decision. They enjoyed the sessions the highest mean (4.48 ± 0.93) and felt more prepared to encounter similar situations in their future clinical practice. Conclusions: Interactive sessions of guided reflections on professionalism dilemmas enabled students to reflect as individuals and in groups, to respect the scope of practice and acknowledge perspectives of different stakeholders. Apart from students' feedback, teachers acknowledged essential competencies that have to be addressed while dealing with professionalism dilemmas. A couple of strategies were recommended for teaching professionalism in nursing education using guided reflection. Nursing students need to learn about: emotional intelligence, risk estimation, and strategies for interference in cases of conflict with colleagues, patients and their relatives, doctors in charge, and the fetus, if applicable, in Obstetrics. Guided reflection sessions on clinical dilemmas were found effective to teach professionalism in nursing students in Obstetrics and Gynecological nursing clinical experience.

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Importance of Intelligence and Emotional Intelligence for Physicians

Kantor

2018

JAMA

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To the Editor In a Viewpoint, Dr Emanuel and Ms Gudbranson 1 outlined the need to consider applicant abilities beyond surrogate measures of IQ when selecting medical school applicants. Although the authors highlighted emotional intelligence (EQ) as an alternative to IQ, other predictors of success in medicine should be considered as well.As alluded to by the authors, there is not a binary choice between IQ and EQ. A wide range of other intelligences, some of which may strongly predict medical school success, have been explored. 2 Formulaic intelligence, the ability to extrapolate from known or intuited formulas to novel problems triggered by overcoming adversity, may be a strong predictor of success both academically and personally, whereas grit, or resilience, is a better predictor of academic success in adolescents than IQ. 2 A minimum level of academically oriented intelligence, whether judged as formulaic intelligence, grit, or IQ, is needed-along with high EQ-for effective medical practice.Data from a systematic review highlighted the correlation between EQ and medical education core competencies, 3 whereas another review suggested that EQ education in medical school may be of value but that further study is warranted before its "wholesale adoption in any curriculum." 4 The role of specialty self-selection should also be considered because different skill sets may be of value for radiologists and geriatricians. Moreover, finding applicants with a high degree of creativity who possess at least a minimum level of EQ is valuable if medical schools are to train the next generation of leading physician scientists. Embracing diversity in the medical student body, including diversity of EQ and IQ levels within limits, may be of substantial value.If medical school recruiting practices are to change, it is important to heed the authors' call for change while also following the same principles of evidence-based medicine used when deciding on therapeutic interventions. A similar suggestion to deemphasize IQ at the expense of EQ was proposed in the veterinary literature more than a decade ago, and those authors called for further study to better elucidate the value of EQ. 5 Rigorous systematic reviews, public engagement, and further research may be helpful to better identify ideal characteristics beyond IQ for the next generation in medicine.

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Emotional intelligence in medical education: a critical review

Abstract: Emotional intelligence-based education may be able to contribute to the teaching of professionalism and communication skills in medicine, but further research is needed before its wholesale adoption in any curriculum can be recommended.

Cited by 152 publications

References 67 publications

A cross sectional exploration of emotional intelligence in US baccalaureate nursing students

A cross sectional exploration of emotional intelligence in US baccalaureate nursing students

Teaching professionalism to Saudi nursing students using guided reflection on clinical vignettes

Importance of Intelligence and Emotional Intelligence for Physicians

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