Emotional intelligence and the relationship to resident performance: a multi-institutional study

Talarico, Joseph F.; Varon, Albert J.; Banks, Shawn; Berger, Jeffrey S.; Pivalizza, Evan G.; Medina-Rivera, Glorimar; Rimal, Jyotsna; Davidson, Melissa; Dai, Feng; Qin, Li; Ball, Ryan D.; Loudd, Cheryl; Schoenberg, Catherine; Wetmore, Amy L.; Metro, David G.

doi:10.1016/j.jclinane.2012.08.002

Cited by 42 publications

(39 citation statements)

References 12 publications

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“…Emotional intelligence (EI) represents an array of non‐cognitive skills, capabilities and competences, such as professionalism, empathy, integrity, that influence a person's ability to cope with environmental demands and pressures (Talarico et al , ). Over the last two decades the concept has gained traction, particularly within the academic and healthcare worlds where “the ability to monitor one's own and other's feelings, to discriminate among them and use this information” is viewed as essential in the guiding of clinicians' thinking and actions (Grewal and Salovey, ).…”

Section: Background Literaturementioning

confidence: 99%

Emotional Intelligence and Personality Traits as Predictors of Occupational Therapy students' Practice Education Performance: A Cross‐Sectional Study

Brown

Williams

Etherington

2016

Occupation Therapy Intl

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This study investigated whether occupational therapy students' emotional intelligence and personality traits are predictive of specific aspects of their fieldwork performance. A total of 114 second and third year undergraduate occupational therapy students (86.6% response rate) completed the Genos Emotional Intelligence Inventory (Genos EI) and the Ten-Item Personality Inventory (TIPI). Fieldwork performance scores were obtained from the Student Practice Evaluation Form Revised (SPEF-R). Linear regressions were completed with the SPEF-R domains being the dependent variables and the Genos EI and TIPI factors being the independent variables. Regression analysis results revealed that the Genos EI subscales of Emotional Management of Others (EMO), Emotional Awareness of Others (EAO), Emotional Expression (EEX) and Emotional Reasoning (ERE) were significant predictors of various domains of students' fieldwork performance. EAO and ERE were significant predictors of students' Communication Skills accounting for 4.6% of its variance. EMO, EAO, EEX and ERE were significant predictors of students' Documentation Skills explaining 6.8% of its variance. EMO was a significant predictor of students' Professional Behaviour accounting for 3.2% of its variance. No TIPI factors were found to be significant predictors of the SPEF-R domains. Occupational therapy students' emotional intelligence was a significant predictor of components of their fieldwork performance while students' personality traits were not. The convenience sampling approach used, small sample size recruited and potential issue of social desirability of the self-reported Genos EI and TIPI data are acknowledged as study limitations. It is recommended that other studies be completed to investigate if any other relevant constructs or factors are predictive of occupational therapy students' fieldwork performance. Copyright © 2016 John Wiley & Sons, Ltd.

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Section: Background Literaturementioning

confidence: 99%

Emotional Intelligence and Personality Traits as Predictors of Occupational Therapy students' Practice Education Performance: A Cross‐Sectional Study

Brown

Williams

Etherington

2016

Occupation Therapy Intl

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“…However, research on EI in medical settings is limited, with the vast majority of studies in this context examining the predictive validity of EI in selecting medical students and residents20 21 and the protective role of EI in buffering medical staff from occupational stress and burnout 8 16 22. Wagner et al 23 found a limited correlation between physician EI and patient satisfaction and Weng et al 24 found a relationship between physician EI and patient trust.…”

Section: Introductionmentioning

confidence: 99%

A pilot study of an emotional intelligence training intervention for a paediatric team

et al. 2016

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“…There is a large body of literature suggesting that there are potential benefits of personality assessment for training and occupational outcomes. Specifically, prior research has demonstrated that personality characteristics can predict performance, both within and outside the field of medicine, and meta‐analytic evidence supports using personality assessments to make managerial decisions, such as staffing . At academic medical centers, residents are typically selected through an application process that has traditionally relied on academic records, United States Medical Licensing Examination (USMLE) scores, letters of recommendation, and in‐person interviews .…”

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Identifying the Emergency Medicine Personality: A Multisite Exploratory Pilot Study

Jordan

Linden

Maculatis

et al. 2018

AEM Education and Training

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Objectives: This study aimed to understand the personality characteristics of emergency medicine (EM) residents and assess consistency and variations among residency programs. Methods:In this cross-sectional study, a convenience sample of residents (N = 140) at five EM residency programs in the United States completed three personality assessments: the Hogan Personality Inventory (HPI)-describing usual tendencies; the Hogan Development Survey (HDS)-describing tendencies under stress or fatigue; and the Motives, Values, and Preferences Inventory (MVPI)-describing motivators. Differences between EM residents and a normative population of U.S. physicians were examined with one-sample t-tests. Differences between EM residents by program were analyzed using one-way analysis of variance tests.Results: One-hundred forty (100%), 124 (88.6%), and 121 (86.4%) residents completed the HPI, HDS, and MVPI, respectively. For the HPI, residents scored lower than the norms on the adjustment, ambition, learning approach, inquisitive, and prudence scales. For the HDS, residents scored higher than the norms on the cautious, excitable, reserved, and leisurely scales, but lower on bold, diligent, and imaginative scales. For the MVPI, residents scored higher than the physician population norms on altruistic, hedonistic, and aesthetics scales, although lower on the security and tradition scales. Residents at the five programs were similar on 22 of 28 scales, differing on one of 11 scales of the HPI (interpersonal sensitivity), two of 11 scales of the HDS (leisurely, bold), and three of 10 scales of the MVPI (aesthetics, commerce, and recognition).Conclusions: Our findings suggest that the personality characteristics of EM residents differ considerably from the norm for physicians, which may have implications for medical students' choice of specialty. Additionally, results indicated that EM residents at different programs are comparable in many areas, but moderate variation in personality characteristics exists. These results may help to inform future research incorporating personality assessment into the resident selection process and the training environment.

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Emotional intelligence and the relationship to resident performance: a multi-institutional study

Cited by 42 publications

References 12 publications

Emotional Intelligence and Personality Traits as Predictors of Occupational Therapy students' Practice Education Performance: A Cross‐Sectional Study

Emotional Intelligence and Personality Traits as Predictors of Occupational Therapy students' Practice Education Performance: A Cross‐Sectional Study

A pilot study of an emotional intelligence training intervention for a paediatric team

Identifying the Emergency Medicine Personality: A Multisite Exploratory Pilot Study

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