Assessment of Emotional Intelligence in Pediatric and Med-Peds Residents

Shahid, Ramzan; Stirling, Jerold M.; Adams, William

doi:10.5455/jcme.20170116015415

Cited by 12 publications

(10 citation statements)

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“…The study results showed a significant relationship between emotional intelligence and clinical teaching effectiveness. These findings were in agreement with ( Bar-On, 2002;Wolf et al, 2004;Ghosh, 2015;Hassan et al, 2015;Shahid et al, 2017), who reported that there was a significant relationship between the emotional intelligence and clinical teaching effectiveness of nursing faculty staff members. While that was in contrast The study results showed a relationship between emotional intelligence and personality trait.…”

Section: Discussionsupporting

confidence: 90%

The Relationship between Faculty Staff Members and Their Assistants’ Emotional Intelligence and Their Clinical Teaching Effectiveness

Mohamed¹

2019

Port Said Scientific Journal of Nursing

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Background: Nursing faculty staff members and their assistants play an important role in facilitating nursing student learning and shaping student experience in the clinical setting. Emotional intelligence in clinical nursing faculty may be one avenue to develop clinical teaching effectiveness. The aim was to investigate the relationship between faculty staff members and their assistants' emotional intelligence and their clinical teaching effectiveness. Design: descriptive correlational research design was used. Setting: the study was conducted at Faculty of Nursing, Helwan University. Sample: all faculty staff members and their assistants (N = 53). Tools: Emotional Intelligence Scale (EIS), Nursing Clinical Teacher Effectiveness Inventory (NCTEI) and Socio-demographic data page. Results: the majority of nursing educators had higher perceptions about themselves regarding emotional intelligence and clinical teaching effectiveness. Conclusion: the study indicated a statistical positive significant relationship between emotional intelligence and clinical teaching effectiveness (r = 0.52 p=0.000). Recommendations: Providing faculty staff members and their assistants with regular educational workshops and seminars to provide enough training on how to develop and improve their own and students' emotional intelligence skills which have a positive impact in clinical teaching. Possibilities for future researches were discussed.

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Section: Discussionsupporting

confidence: 90%

The Relationship between Faculty Staff Members and Their Assistants’ Emotional Intelligence and Their Clinical Teaching Effectiveness

Mohamed¹

2019

Port Said Scientific Journal of Nursing

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“…Recently, studies have begun analyzing the level of emotional intelligence demonstrated by resident physicians in various specialties. [4][5][6][7][8] These studies only looked at EI within certain specialties and have found varying levels of EI within those specialties. However, very few studies have assessed EI levels of residents in multiple specialties within a single institution.…”

Section: Introductionmentioning

confidence: 99%

<p>Emotional Intelligence Level Higher in Residents Who Took a Gap Year Before Medical School</p>

Shahid¹,

Adams²

2020

AMEP

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Introduction: Emotional intelligence (EI) is the skill of understanding yourself, managing yourself, understanding others, and managing relationships. Studies have begun analyzing the level of EI demonstrated by resident physicians in various specialties. Very few studies have assessed EI levels of residents in multiple specialties within one institution. The purpose of our study was to assess the EI level of all residents at our institution and to determine which variables were associated with higher EI scores. Methods: In 2018, residents voluntarily participated in the study by completing two online surveys. The first survey was a de-identified survey monkey asking demographic and other training information. The second survey was an online emotional intelligence survey assessing their EI skills, the Emotional Quotient Inventory 2.0 (EQ-i 2.0). Results: A total of 176 of 486 residents (36.2%) completed the study. There was no significant association between EI level and age, gender, type of medical degree, having an advanced degree, or being in a specific specialty. We found that residents who took time off before matriculating into medical school had higher overall EI scores than those who did not take time off (p = 0.02). Similarly, those who took time off before medical school scored higher in interpersonal skills (p = 0.04), empathy (p = 0.03), decision-making (p = 0.02), and impulse control (p = 0.03). Conclusion: Residents who had taken time off before matriculating in medical school had higher overall EI scores and higher scores in the EI components of interpersonal skill, empathy, decision-making, and impulse control.

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“…However, the link is limited since compassion describes a deep emotional, cognitive, and motivational capacity, while EI is a cognitive trait that can be used to help people but it can also be a trait that manipulative individuals use [12] and not necessarily aimed at helping in the context of suffering or avoiding dangers in the future that can bring about suffering. As noted earlier, empathy has been conceptualized as a component of EI, but it is a component that has been found to decrease over the course of medical training [10]. We are not aware of any studies examining the empirical link between EI, compassion, and empathy, however.…”

Section: Compassion Versus Empathy Versus Eimentioning

confidence: 91%

“…Higher emotional intelligence was found to positively contribute to increased empathy in the doctor-patient relationship (in three studies) (as reviewed by Arora et al, [9]). A recent study found that emotional intelligence is an important quality in pediatric residents and that they scored higher than the general population in emotional intelligence [10]. Further, some components of emotional intelligence increased over the course of medical training, specifically increases in assertiveness (e.g., speaking up about patient safety concerns), which may be related to the acquisition and mastery of knowledge.…”

Section: Emotional Intelligence (Ei)mentioning

confidence: 99%

Compassion in a Doctor-Patient Relationship: Objectively Measuring Compassionate Behavior Using the Emotional Availability (EA) Scales

Biringen¹,

Fuchs²,

Herpertz³

et al. 2019

obm icm

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Most research on compassion utilizes self-report measures. Subjective report of the individual can provide an authentic window about compassion toward the self. Compassionate behavior toward another person, on the other hand, can and should be measured more objectively than self-report allows. Compassionate behavior toward another can best be measured by how that individual actually interacts with others. In this essay, we will describe how behavior that is compassionate can be objectively measured, and one that has a wide evidence base in developmental research on parent-child relationships-the concept of "emotional availability" or EA. We believe that this construct also is applicable to doctor-patient relationships, including the qualities of sensitivity, appropriate structuring, nonintrusiveness, and nonhostility. We believe these qualities are important to measure in a doctor-patient relationship, during the medical school admissions process, and during medical training.

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Assessment of Emotional Intelligence in Pediatric and Med-Peds Residents

Cited by 12 publications

References 0 publications

The Relationship between Faculty Staff Members and Their Assistants’ Emotional Intelligence and Their Clinical Teaching Effectiveness

The Relationship between Faculty Staff Members and Their Assistants’ Emotional Intelligence and Their Clinical Teaching Effectiveness

<p>Emotional Intelligence Level Higher in Residents Who Took a Gap Year Before Medical School</p>

Compassion in a Doctor-Patient Relationship: Objectively Measuring Compassionate Behavior Using the Emotional Availability (EA) Scales

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