Emotional intelligence assessment in a graduate entry medical school curriculum

Abstract

BackgroundThe management of emotions in the workplace is a skill related to the ability to demonstrate empathic behaviour towards patients; to manage emotional reactions in oneself and to lead others as part of a team. This ability has been defined as emotional intelligence (EI) and doctor’s EI may be related to communication skills and to patient satisfaction levels. This study reports on the use of two assessments of EI as part of a course on Personal and Professional Development (PPD) in a graduate medical school curriculum.MethodsFifty one graduate entry medical students completed an eight session course on PPD between December 2005 and January 2006. Students completed two measures of EI: self-report (EQ-i) and ability (MSCEIT V2.0) over a two year study period. The data gathered were used to explore the relationship between self-report and ability EI and between EI and student demographics, academic performance and change over time.ResultsAnalysis of the EI data demonstrated that self-report EI did not change over time and was not related to ability EI. Females scored higher than males on a number of self-report and ability EI scores. Self-reported self-awareness was found to deteriorate in males and females over time. High self-reported EI was found to be associated with poor performance on clinical competency assessments but with good performance on a number of bio-medical knowledge based assessments.ConclusionsThis report concludes that assessments of EI can be incorporated into a medical school curriculum as part of a PPD programme and that the concept of EI may be associated with performance in medical school.

The overall impact of emotional intelligence on nursing students and nursing

“…[25] Graduate entry medical students take an 8 h course in personal and professional development and complete two EI testing procedures over a 2-year period in order to address the topic of professionalism, stress, stress management, and leadership. [26]…”

Validity and reliability of bilingual English-Arabic version of Schutte self report emotional intelligence scale in an undergraduate Arab medical student sample

“…Emotional intelligence (EI) is a psychological construct, which has recently been generating a lot of interest among academics and researchers from health professions (Cherry et al 2012;Abe et al 2013;Doherty et al 2013;Stoller et al 2013) due to its proposed linkages with self-regulation and meta-cognition (Zeidner et al 2004), performance in academics (Brackett & Mayer 2003;Naeem 2014), success in workplace (Ashkanasy & Daus 2005), building relationships, adaptive and coping abilities and wellbeing (Ruiz-Aranda et al 2013). Salovey and Mayer (1990) first used the term EI, defined as:…”

Emotional Intelligence, Job Satisfaction, and Burnout for Dietitians

“…Even though three models of EI exist, they may all be valid. EI can be viewed as a trait and skill (Birks & Watt, 2007;Doherty et al, 2013;Mikolajczak, 2009). Even though there are different models of EI, they are connected by common themes (Mikolajczak, 2009).…”

“…Improved EI skills allow individuals better regulation of emotions (Petrides & Furnham, 2006). Stress related work factors decreases the level of empathy that employees display towards clients (Doherty et al, 2013;Krasner et al, 2009;Satterfield & Hughes, 2007;Shanafelt et al, 2005). Similarly, the level of EI impacts the job stress experienced by nurses (Akerjordet & Severinsson, 2007;Despande & Joseph, 2009).…”

“…Emotional control can be characterized as a skill that can be improved and refined (Doherty, Cronin, & Offiah, 2013;Zijlmans et al, 2011). Increased EI in health practitioners has been shown to be a desirable trait for health organizations because of its relationship to improved job satisfaction (Demirel & Sarlak, 2009;Gutierrez, Candela, & Carver, 2012).…”