Emotional Intelligence and the ACGME Competencies

Webb, Anita R.; Young, Richard A.; Baumer, Joane G.

doi:10.4300/jgme-d-10-00080.1

Cited by 36 publications

(28 citation statements)

References 11 publications

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“…As Webb et al demonstrated, residents and medical students often start at a high emotional intelligence, corroborated with present data (mean score 140.3, with a possible total of 160) (Webb et al, ). This can make it challenging to assess an increase in EI.…”

Section: Discussionsupporting

confidence: 91%

Does emotional intelligence change during medical school gross anatomy course? Correlations with students’ performance and team cohesion

Holman

Porter

Pawlina

et al. 2015

Anatomical Sciences Ed

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Emotional intelligence (EI) has been associated with increased academic achievement, but its impact on medical education is relatively unexplored. This study sought to evaluate change in EI, performance outcomes, and team cohesion within a team-based medical school anatomy course. Forty-two medical students completed a pre-course and post-course Schutte Self-Report Emotional Intelligence Test (SSEIT). Individual EI scores were then compared with composite course performance grade and team cohesion survey results. Mean pre-course EI score was 140.3 out of a possible 160. During the course, mean individual EI scores did not change significantly (P = 0.17) and no correlation between EI scores and academic performance was noted (P = 0.31). In addition, EI did not correlate with team cohesion (P = 0.16). While business has found significant utility for EI in increasing performance and productivity, its role in medical education is still uncertain.

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Section: Discussionsupporting

confidence: 91%

Does emotional intelligence change during medical school gross anatomy course? Correlations with students’ performance and team cohesion

Holman

Porter

Pawlina

et al. 2015

Anatomical Sciences Ed

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“…In contrast, other studies have not shown a benefit from incorporating EI training into graduate medical education training. 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.…”

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

confidence: 99%

“…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

117

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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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“…Emotional intelligence is a predictor of success in the performance of residents [14]. Residents with low emotional intelligence cannot cope well with stress in their work environment unless they have trained and practiced to do so [15]. Conversely, residents with higher emotion-al intelligence can deal with stress better and have better social relationships [14].…”

Section: Introductionmentioning

confidence: 99%

A study of emotional intelligence and the effect of educational intervention in emergency medicine residents

Abbasi¹,

Rakhshani²,

Rezaie³

et al. 2018

Arch Psych Psych

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Introduction: This study aimed to examine emotional intelligence components and the impact of education in residents on emergency medicine wards. Materials and Methods: The study consists of two descriptive and interventional parts. The first part aimed to determine the IQ in emergency department residents and the second part-the effect of education on emotional intelligence of residents. To collect the required information, Sheering Emotional Intelligence Inventory was used. SPSS version 16 was used for data analysis. Results: Among the components of emotional intelligence in 120 residents of emergency medicine, the highest mean score was that for self-awareness (mean and standard deviation at 24.8 ± 3.7), and the lowest score was for social skill (mean 16.2, SD ± 3.4). There was no significant difference between the components of emotional intelligence in the intervention group and the control group before an educational intervention (P = 0.05), but after the intervention the difference between the groups became significant (P ≤ 0.05). Discussion: The descriptive findings of this study showed that among the emotional intelligence components, self-awareness and social skills of the residents had the highest and the lowest mean scores, respectively. Conclusion: This study showed that teaching emotional intelligence to emergency medicine residents had a significant role in increasing their emotional intelligence.

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Emotional Intelligence and the ACGME Competencies

Cited by 36 publications

References 11 publications

Does emotional intelligence change during medical school gross anatomy course? Correlations with students’ performance and team cohesion

Does emotional intelligence change during medical school gross anatomy course? Correlations with students’ performance and team cohesion

A Systematic Review of Physician Leadership and Emotional Intelligence

A study of emotional intelligence and the effect of educational intervention in emergency medicine residents

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