Emotional intelligence and its correlation to performance as a resident: a preliminary study

Talarico, Joseph F.; Metro, David G.; Patel, Rita M.; Carney, Patricia A.; Wetmore, Amy L.

doi:10.1016/j.jclinane.2007.12.008

Cited by 30 publications

(26 citation statements)

References 9 publications

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“…The second part was meant to measure emotional intelligence, and the third part measured clinical competencies of the students. Emotional Intelligence Questionnaire Sharing -Sybrya, contains 33 questions in five subscales:self motivation (questions 1, 9, 15, 20, 21, 26, 31), self-awareness (6, 10, 12, 14, 24, 27, 32, 33), self-control (2, 5, 11, 16-18, 23, 30), social consciousness (3,4,17,22,25,29) and social skills (7,8,13,19,28). Questionnaire scores ranged from 33 to 165.…”

Section: Methodsmentioning

confidence: 99%

“…13 Although findings of studies conducted in other countries found a direct relationship between emotional intelligence and better performance, team work, problem-solving and stress reduction 11,14 some studies have found no connection between these variables. 13 Due to conflicting results about the relationship between emotional intelligence and clinical competency, and considering that the clinical competence of each country 3 , is affected by its health care facilities and nursing staff characteristics, and taking into consideration that the results of studies in Iran show a low level of clinical competence of nursing students 5,6,7 , identifying the factors associated with clinical competence of nursing education is necessary to improve it. For this purpose, the present study aimed to investigate the relationship between emotional intelligence and clinical competence of nursing students in Tabriz.…”

Section: Introductionmentioning

confidence: 99%

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Relationship between Emotional Intelligence and Clinical Competencies of Nursing Students in Tabriz Nursing and Midwifery School

Mahni¹,

Vahidi²,

Jabraeili³

2015

Res dev med edu

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Introduction: Preparing students to take over job responsibilities is one of the most challenging duties of nursing schools. The focus of nursing education should be on helping students to achieve high levels of competence in nursing care and identify factors for reinforcing it. Since desirable results have not been reported on clinical competencies of nursing students, achieving skills to control their emotions could be effective. Thus, this study aimed to investigate the relationship between emotional intelligence (EI) and clinical competencies. Methods: In this correlational study, all nursing students in semesters 6, 7 and 8 were studied after determining the sample size in Tabriz University of Medical Sciences. The data were collected using three questionnaires of demographic data, the Emotional Intelligence Sharing -Sybrya and a short clinical competence. The data analysis was done through descriptive and inferential statistics using SPSS 18. Results:The results of the present study showed that the total EI score and clinical competence of students was more than moderate. The relationship between total EI and clinical competence was significant. Among the subscales of EI, there was a significant relationship between social skills and clinical competence. Conclusion:The relationship between the total emotional intelligence score and clinical competence of students in this study indicated the necessity and importance of emotions in decision-making to act properly within a clinical setting. Therefore, taking part in courses designed for learning skills of emotion perception and stress management in the workplace seem to be essential. Abstract Article infoArticle Type:Original Research

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Relationship between Emotional Intelligence and Clinical Competencies of Nursing Students in Tabriz Nursing and Midwifery School

Mahni¹,

Vahidi²,

Jabraeili³

2015

Res dev med edu

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“…130 Webb et al reported that it was difficult to assure that residents committed time to the training, which highlights the need for trials of EI to be practical and actionable. 130 During a volunteer intervention, Talarico et al 131 found that EI-focused leadership training did not positively impact resident performance. The finding of mixed outcomes in EI-focused studies is supported by a systematic review that mapped EI to ACGME competencies 132 and by findings from Lewis et al 112 Other studies have focused on the role of EI training for medical students and in assessing medical school applicants.…”

Section: Ei Is Desired and Relevant Throughout Medical Education And mentioning

confidence: 99%

A Systematic Review of Physician Leadership and Emotional Intelligence

Mintz¹,

Stoller²

2014

Journal of Graduate Medical Education

111

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Objective This review evaluates the current understanding of emotional intelligence (EI) and physician leadership, exploring key themes and areas for future research. Literature Search We searched the literature using PubMed, Google Scholar, and Business Source Complete for articles published between 1990 and 2012. Search terms included physician and leadership, emotional intelligence, organizational behavior, and organizational development. All abstracts were reviewed. Full articles were evaluated if they addressed the connection between EI and physician leadership. Articles were included if they focused on physicians or physicians-in-training and discussed interventions or recommendations. Appraisal and Synthesis We assessed articles for conceptual rigor, study design, and measurement quality. A thematic analysis categorized the main themes and findings of the articles. Results The search produced 3713 abstracts, of which 437 full articles were read and 144 were included in this review. Three themes were identified: (1) EI is broadly endorsed as a leadership development strategy across providers and settings; (2) models of EI and leadership development practices vary widely; and (3) EI is considered relevant throughout medical education and practice. Limitations of the literature were that most reports were expert opinion or observational and studies used several different tools for measuring EI. Conclusions EI is widely endorsed as a component of curricula for developing physician leaders. Research comparing practice models and measurement tools will critically advance understanding about how to develop and nurture EI to enhance leadership skills in physicians throughout their careers.

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“…Some propose that a successful resident is one who works independently, functions well under stress, and exercises sound judgment. 8 Other criteria include patient rapport, work ethic, maturity, perceived knowledge, integrity, leadership ability, use of literature, judgment, acquisition of teaching and research awards, or specialty-specific technical skills. [9][10][11][12][13][14] In response to the absence of a reliable assessment tool for residency performance, Durning et al 15 created and validated an overall performance assessment tool for PDs to evaluate resident performance.…”

Section: Defining Success In Residencymentioning

confidence: 99%

Can performance in medical school predict performance in residency? A compilation and review of correlative studies

Harfmann¹,

Zirwas²

2011

Journal of the American Academy of Dermatology

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Emotional intelligence and its correlation to performance as a resident: a preliminary study

Cited by 30 publications

References 9 publications

Relationship between Emotional Intelligence and Clinical Competencies of Nursing Students in Tabriz Nursing and Midwifery School

Relationship between Emotional Intelligence and Clinical Competencies of Nursing Students in Tabriz Nursing and Midwifery School

A Systematic Review of Physician Leadership and Emotional Intelligence

Can performance in medical school predict performance in residency? A compilation and review of correlative studies

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