Emotional Intelligence as a Predictor of Academic and/or Professional Success

Romanelli, Frank; Cain, Jeff; Smith, Kelly M.

doi:10.5688/aj700369

Cited by 114 publications

(102 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Evidence suggesting the increase in emotional intelligence due to relevant courses is presented in reports elsewhere. [1][2][3][4][5][6][7][8][9][10][11][12][13][14] Nurturing of emotional intelligence via mindful exercises, professional mentoring, and role modeling during academic training of pharmacy students may be useful in enhancing the competencies of pharmacy students. [15] The findings suggest that there was a significant association between the year of study and the emotional intelligence.…”

Section: Discussionmentioning

confidence: 99%

“…[6][7][8] However, a single study was retrieved during the literature review conducted among Malaysian pharmacy students [9] The aim of this research was to enrich the relevant literature from Malaysian perspective and to highlight the need to develop relevant courses nurturing the emotional intelligence of pharmacy students to meet the challenges of rapidly evolving pharmacy profession. The objectives of this research were to measure emotional intelligence among pharmacy students and to determine its association with the demographic characteristics of the participants.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Perceived Emotional Intelligence and Its Association with the Demographic Characteristics among Pharmacy Students: A Cross-Sectional Study

Hassali¹,

Hussain²,

Saleem³

et al. 2017

JPPCM

View full text Add to dashboard Cite

Objectives: Emotional intelligence helps to fulfill the competencies required by pharmacy students for personal and professional growth. There is a scarcity of Malaysian literature on this subject, particularly involving pharmacy students. The objectives of this study were to measure emotional intelligence of pharmacy students and to determine its association with the demographic characteristics of the participants. Methods: Data were taken from a survey completed by undergraduate pharmacy students using a prospective, cross-sectional design. Survey items were adopted from a self-administered questionnaire designed by National Health Services London Leadership Academy. The questionnaire measured 5 competencies of emotional intelligence including self-awareness, managing emotions, managing oneself, empathy, and social skill.Results: Of 450 participants, 420 responded to the survey giving a response rate of 93.3%. The overall mean score of the participants for all the emotional intelligence competencies was 30.Specifically, participants scored highest in managing emotions (ME) with the total score of 31.5 while the lowest score of 27 was recorded for social skill. The median scores of participants for individual questions ranged from 2.5 to 4 on a 5-point Likert scale. Female participants had higher self-awareness scores than their male counterparts (p<0.05). The final year students had a higher median score in all the competencies of emotional intelligence than their respective subgroups (p<0.05). Conclusion: The findings indicate that emotional intelligence among pharmacy students was average. Participants scored highest in managing emotions and lowest in social skills. This study provided preliminary data for future research to form a basis to include emotional intelligence in pharmacy curricula.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Perceived Emotional Intelligence and Its Association with the Demographic Characteristics among Pharmacy Students: A Cross-Sectional Study

Hassali¹,

Hussain²,

Saleem³

et al. 2017

JPPCM

View full text Add to dashboard Cite

show abstract

“…Several reviews have highlighted the loose definition of EI, which on the one hand, appears to be trainable, so not a form of intelligence, and on the other, appears to be strongly related to personality, which then suggests it is not a measure of aptitude (Lewis et al 2005;Romanelli et al 2006;Davies et al 1998). EI, after all is said and done, appears unrelated to career choice (Borges et al 2009), academic performance (Romanelli et al 2006;Newsome et al 2000) or doctor-patient relationship (Weng et al 2008). It remains to be shown if it has any value in health sciences education.…”

Section: Multiple Intelligences Practical Intelligence and Emotionalmentioning

confidence: 99%

Non-cognitive factors in health sciences education: from the clinic floor to the cutting room floor

Norman

2010

Adv in Health Sci Educ

View full text Add to dashboard Cite

“…11 The ability for health care professionals to use various emotional intelligence abilities, traits, and behaviors is important for patient care, including patient satisfaction with care, practitioner coping strategies for stress, and overall quality of health care performance. 14,15 In fact, the Accreditation Council for Graduate Medical Education, as well as the Accreditation Council for Pharmacy Education, consider competency in interpersonal skills and communication skills areas that need further development, and that should be supported scientific approach and research. 14,16 Careers in pharmacy practice or academia require proficiency in these 2 skills.…”

Section: Introductionmentioning

confidence: 99%

“…14,16 Careers in pharmacy practice or academia require proficiency in these 2 skills. 15 A literature review identified research that examined the application of emotional intelligence to the construct of academic, medical, and other learning settings.…”

Section: Introductionmentioning

confidence: 99%

Development and Assessment of Social and Emotional Competence Through Simulated Patient Consultations

Galal

Carr-Lopez

Seal

et al. 2012

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To determine whether a quantitative tool could be used to measure social emotional competence and whether the development of social emotional competence through a pharmacy practicum course is possible. Design. First-year pharmacy students completed the Social Emotional Development Inventory (SED-I) online and then participated in a series of mock patient consultations on smoking cessation and nonprescription medication. Assessment. The 212 students enrolled in the course completed the SED-I. Evaluation of students' performance in the clinical cases using a patient counseling assessment form showed that students' social emotional competencies significantly improved. Observer ratings for "influence" and "connection" on the assessment form predicted student performance in the clinical cases. Conclusions. Role-play exercises in which students engage in patient consultations can be used to develop social emotional competence in pharmacy students, and the SED-I and a patient counseling assessment form can be used to assess learning and improvement in this area.

show abstract

Emotional Intelligence as a Predictor of Academic and/or Professional Success

Cited by 114 publications

References 31 publications

Perceived Emotional Intelligence and Its Association with the Demographic Characteristics among Pharmacy Students: A Cross-Sectional Study

Perceived Emotional Intelligence and Its Association with the Demographic Characteristics among Pharmacy Students: A Cross-Sectional Study

Non-cognitive factors in health sciences education: from the clinic floor to the cutting room floor

Development and Assessment of Social and Emotional Competence Through Simulated Patient Consultations

Contact Info

Product

Resources

About