The emotional intelligence of pediatric residents – a descriptive cross-sectional study

McLeod, Scott A.; Sonnenberg, Lyn K

doi:10.36834/cmej.36683

Cited by 7 publications

(3 citation statements)

References 19 publications

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“…Emotional intelligence (EI) may be understood as certain traits of personality that are revealed trough the individual's self-reflection and that influence the ability to cope with environmental requirements and pressure ( Bar-On, 1997;Ekman & Friesen, 2013). In foreign countries, a tendency is observed that medical residents are distinguished with average or above average EI as compared to the general population (McLeod & Sonnenberg, 2017). We could not find literature about what EI expression is characteristic for young Lithuanian doctors when they start work.…”

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confidence: 70%

Emotional Intelligence and Stress Coping Strategies of Medical Residents

Montvilaitė¹,

Antinienė²

2020

BJSHS

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Background. Everyday medical residents experience stress related to academic, professional, and personal factors (Alosaimi, Alghamdi, Aladwani, Kazim, & Almufleh, 2016; Dave, Parikh, Vankar, & Valipay, 2018), therefore it is important to take care of their psychosocial well-being. Traits of medical residents that are important for well-being are related to control of emotional information, and abilities that provide for effective handling of stressful situations are important as well. The objective of the present study was to assess correlations between emotional intelligence and stress coping strategies of medical residents. Methods. The study sample consisted of medical residents (n = 108). The following questionnaires were used: TEIQue-SF and Coping Styles Questionnaire. Questionnaires were sent to personal electronic addresses and target groups of social networks. Paper-based questionnaires were presented in the work and gathering places of subjects.Results. Emotional intelligence was higher than average, and the most expressed trait was the overall sense of well-being (in relation to emotionality, self-control and sociability). Sociability and self-control were more expressed in men than in women. Rational coping with stress was the most characteristic for medical residents (in relation to emotional coping, detached and avoidance coping). Women were more than men inclined to use emotional coping while men were more inclined than women to use detached coping.Conclusions. Statistically significant correlation existed between emotional intelligence and stress coping strategies of medical residents. Positive correlation was determined between emotional intelligence and adaptive stress coping strategies, while negative correlation was observed between emotional intelligence and maladaptive stress coping strategies. Keywords: resident doctors, stress, emotional intelligence as a trait, coping with stress.

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confidence: 70%

Emotional Intelligence and Stress Coping Strategies of Medical Residents

Montvilaitė¹,

Antinienė²

2020

BJSHS

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“…Consider psychometric tools such as the EQ-i (McLeod and Sonnenberg, 2017), character-based training from the Ivey Business School (Sultan et al , 2019) or Myers Briggs Type Indicator (Ramachandran et al , 2020) to kick start this endeavor. Reflection can be facilitated through faculty mentor and/or peer feedback, using observation with coaching feedback.…”

Section: The Results: Making Leadership Development Letter-perfectmentioning

confidence: 99%

Deconstructing the ABC’s of leadership for successful curriculum development and implementation in residency education

Sonnenberg

Maniate

et al. 2021

LHS

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Purpose Leadership decisions occur frequently throughout the day, yet as clinicians, who balance multiple roles and responsibilities, the authors seldom label them explicitly. This translates to missed opportunities to foster the requisite skill sets junior trainees to require in their current and future contexts. While there is clear evidence for a purposeful leadership curriculum, developing, implementing and assessing these competencies remains challenging. The purpose of this paper is to provide educators with a curricular approach to incorporate leadership opportunities in their own teaching and supervisory practices. Design/methodology/approach A dyadic “teaching and assessment” strategy may overcome leadership curricular challenges. The authors propose a new framework that breaks down leadership opportunities into their requisite learning settings. Like fine wine and cheese, these learning experiences are paired with assessment strategies to provide further formative and summative feedback, all in the context of educational theories and frameworks. Findings In this paper, the authors recommend six unique learning environments for educators to consider, captured in the abbreviation ABC’S3 for administrative, bedside, classroom, simulation, self-awareness and summarization, all of which lend themselves to leadership development opportunities for resident physicians. The authors provide tested examples and pair these teaching options with a variety of assessment strategies to choose from. Practical implications Three practical implications are put forth in this paper, namely, leadership competencies are needed for everyone, not just for those with leadership titles or positions; multiple learning settings (and all aspects of work) can be harnessed to provide diverse leadership opportunities; and advancement beyond Miller’s knows is needed to create opportunities to hone practical leadership competencies in the shows how and does levels. Originality/value This paper uniquely pairs learning opportunities with assessment strategies across diverse practical settings and environments. These techniques and opportunities will serve to stimulate ideas and kick-start dialogue about incorporating a practical leadership curriculum within clinical training programs.

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“…The available studies on EI among health care providers are on their burnout, job performance, and caring behaviour of nurses, and medical educators. [9][10][11][12][13][14] Analysis of data with regard to EI dimensions and age and gender of the medical interns has shown interesting observations. The EQ in the 21 years age category was lower than all other age groups.…”

Section: Discussionmentioning

confidence: 99%

Assessment of the emotional intelligence and its dimensions of medical interns

Singh,

Soni

2024

Int J Contemp Pediatr

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Background: Emotional intelligence (EI) is multidimensional and includes maturity, sensitivity and competency. It is the skill to identify and understand own and others’ emotions to respond appropriately. Medical interns are expected to have a high degree of EI to face their professional career challenges. During the medical professional training cognitive and clinical skills are evaluated but their EI and its dimensions are nor assessed; hence this study was planned to assess the EI and its dimensions in medical interns. Methods: Objectives were to assess the EI and its dimensions of 140 medical interns. Study design was a descriptive and cross-sectional study. Ethical approval from institutional ethics committee and informed written consent from participants was obtained; administered a questionnaire-based EI test. Data obtained was analysed by ANOVA. Results: Eighty (62.0%) participants were females and 49 (38.0%) males. The mean age of them was 23 years. The mean total EI score was 343.72. It was slightly higher (344.00) in the female interns than in males (343.27). Among the emotional dimensions majority (79.1%) of interns had significantly high (p=0.0001) percentile scores in competency. 67.4% were having significantly lower (p=0.0001) percentile scores in maturity dimension of EI. Sensitivity percentile score was high in 54.3% and low in 45.7% (p=0.7724). Conclusions: This study provides insight about the EI and its dimensions in the medical interns. The maturity and sensitivity are the weaker dimensions of EQ requiring improvement or further development.

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The emotional intelligence of pediatric residents – a descriptive cross-sectional study

Cited by 7 publications

References 19 publications

Emotional Intelligence and Stress Coping Strategies of Medical Residents

Emotional Intelligence and Stress Coping Strategies of Medical Residents

Deconstructing the ABC’s of leadership for successful curriculum development and implementation in residency education

Assessment of the emotional intelligence and its dimensions of medical interns

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