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Alabbasi AMA, Alabbasi FA, AlSaleh A, Alansari AM, Sequeira RP. Emotional intelligence weakly predicts academic success in medical programs: a multilevel meta-analysis and systematic review. BMC MEDICAL EDUCATION 2023; 23:425. [PMID: 37291528 DOI: 10.1186/s12909-023-04417-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2023] [Accepted: 05/30/2023] [Indexed: 06/10/2023]
Abstract
BACKGROUND Emotional intelligence (EI) is a predictive factor of academic success in undergraduate Doctor of Medicine (MD) programs. Although some research suggests a positive association between EI and academic success in MD programs, other research reports neither an association nor a negative correlation between the two variables. The current study aimed to resolve these contradictory findings by conducting a systematic review and a meta-analysis using research from 2005 to 2022. METHODS Data were analyzed using a multilevel modeling approach to (a) estimate the overall relationship between EI and academic success in MD programs and (b) determine whether the mean effect size varies according to country (United States vs. non-United States countries), age, EI test, EI task nature (ability-based vs. trait-based), EI subscales, and academic performance criteria (grade point average vs. examinations). RESULTS Findings from 20 studies (m = 105; N = 4,227) indicated a positive correlation between EI and academic success (r = .13, 95% CI [.08, - .27], p < .01). Moderator analyses indicated that the mean effect size significantly varied according to EI tests and EI subscales. Moreover, three-level multiple regression analyses showed that between-study variance explained 29.5% of the variability in the mean effect size, whereas within-study variance explained 33.5% of the variability in the mean effect. CONCLUSIONS Overall, the current findings show that EI is significantly, albeit weakly, related to academic success in MD programs. Medical researchers and practitioners can therefore focus on integrating EI-related skills into the MD curriculum or target them through professional development training and programs.
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Affiliation(s)
- Ahmed M Abdulla Alabbasi
- Department of Gifted Education, Arabian Gulf University, P.O. Box: 26671, Manama, Kingdom of Bahrain.
| | - Fatema A Alabbasi
- College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Aseel AlSaleh
- Department of Family and Community Medicine, Arabian Gulf University, Manama, Bahrain
| | | | - Reginald P Sequeira
- Department of Pharmacology and Therapeutics, Arabian Gulf University, Manama, Bahrain
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Dott C, Mamarelis G, Karam E, Bhan K, Akhtar K. Emotional Intelligence and Good Medical Practice: Is There a Relationship? Cureus 2022; 14:e23126. [PMID: 35425685 PMCID: PMC9004693 DOI: 10.7759/cureus.23126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/13/2022] [Indexed: 11/05/2022] Open
Abstract
Emotional intelligence (EI) is defined as the ability to perceive and manage the emotions of oneself and others. Despite being one of the most highly used psychological terms in popular nomenclature, its understanding in the context of clinicians remains poor. There is a dearth of literature on this topic, and this submission examines the relationship between a clinicians’ EI and the key domains of “Good Medical Practice” guidelines from the General Medical Council, United Kingdom. It aims to review and critically analyse the existing literature on EI and Good Medical Practice while attempting to establish a relationship between the two. This submission thus examines the relationship between emotional intelligence and a clinician’s on-the-job performance. The findings demonstrate how emotional intelligence can aid the clinician in all aspects of their working life in the context of practising in line with General Medical Council (GMC) guidance. The authors also recommend exploring the possibility of inclusion of EI within a modern medical curriculum, as it may lead to improved practice in clinicians.
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Toriello HV, Van de Ridder JMM, Brewer P, Mavis B, Allen R, Arvidson C, Kovar-Gough I, Novak E, O'Donnell J, Osuch J, Ulrich B. Emotional intelligence in undergraduate medical students: a scoping review. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:167-187. [PMID: 34709484 DOI: 10.1007/s10459-021-10079-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2020] [Accepted: 10/10/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE To perform a scoping review to determine what is known about emotional intelligence (EI) in undergraduate medical education (UME). Two main questions were asked: A. What medical student characteristics are associated with EI? Are there correlations with demographic or other factors? B. What research studies have been done on EI in UME? For example, is there evidence EI changes over time as a result of personal experiences? Should EI be used as an admission criterion? Can EI improve as a result of experiences or deliberate interventions? METHOD The authors searched four databases (PubMed, PsycInfo, Education Resources Information Center, and Web of Science) for all papers published up to and including December 2020. Two reviewers independently screened articles to determine if they met inclusion criteria. All authors extracted and analyzed data. RESULTS A set of 1520 papers on the topic of emotional intelligence was identified, with 119 papers meeting inclusion criteria. Most studies were done at international locations with only 17 done at US medical schools. Seventy-five were cohort or cross-sectional studies. Study populations were mixed among the studies, with year of medical study, inclusion of other healthcare students, and participation rates among the inter-study differences noted. CONCLUSIONS Numerous gaps in the literature on EI exist with several points being clear: (1) there is disagreement on the definition of EI, (2) it is undetermined whether EI is a trait or an ability, and (3) there is marked variability among the instruments used to measure EI. It is also becoming apparent that using EI determination may be helpful as a component of the admission process, higher EI is likely related to improved clinical reasoning, and higher EI contributes to more effective stress management.
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Affiliation(s)
- Helga V Toriello
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA.
| | - J M Monica Van de Ridder
- Spectrum Health Hospitals, Grand Rapids, MI and Grand Valley State University, Allendale, MI, USA
| | - Patricia Brewer
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
| | - Brian Mavis
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
| | - Renoulte Allen
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
| | - Cindy Arvidson
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
| | - Iris Kovar-Gough
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
| | - Elizabeth Novak
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
| | - John O'Donnell
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
| | - Janet Osuch
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
| | - Brian Ulrich
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
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Abstract
Medical school admissions committees are tasked with fulfilling the values of their institutions through careful recruitment. Making accurate predictions regarding the enrollment behavior of admitted students is critical to intentionally formulating class composition and impacts long-term physician representation.
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Affiliation(s)
- Ian Kratzke
- The University of North Carolina at Chapel Hill, Department of Surgery, 4001 Burnett-Womack Building, CB #7050, 101 Manning Drive, Chapel Hill, NC 27599-7050, USA
| | - Muneera R Kapadia
- The University of North Carolina at Chapel Hill, Department of Surgery, 4038 Burnett-Womack Building, 101 Manning Drive, Chapel Hill, NC 27599-7081, USA
| | - Fumiko Egawa
- Creighton University, Department of Surgery, Education Building, Ste. 501, 7710 Mercy Road, Omaha, NE 68124-2386, USA
| | - Jennifer S Beaty
- Des Moines University College of Osteopathic Medicine, 3200 Grand Avenue, #148, Des Moines, IA 50312, USA.
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Jordan J, Sternberg K, Haas MRC, He S, Yarris LM, Chan TM, Deiorio NM. Reimagining Residency Selection: Part 3-A Practical Guide to Ranking Applicants in the Post-COVID-19 Era. J Grad Med Educ 2020; 12:666-670. [PMID: 33391587 PMCID: PMC7771593 DOI: 10.4300/jgme-d-20-01087.1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Affiliation(s)
- Jaime Jordan
- Assistant Clinical Professor and Vice Chair, Acute Care College, Department of Emergency Medicine, David Geffen School of Medicine at UCLA
| | - Kevan Sternberg
- Associate Professor and Director of Urologic Research, Division of Surgery, University of Vermont
| | - Mary R C Haas
- Instructor and Assistant Program Director, Department of Emergency Medicine, University of Michigan Medical School
| | - Shuhan He
- Clinical Fellow, Harvard University, Department of Emergency Medicine, Center for Innovation in Digital HealthCare, Massachusetts General Hospital
| | - Lalena M Yarris
- Professor, Vice Chair for Faculty Development, and Education Scholarship Fellowship Co-Director, Department of Emergency Medicine, Oregon Health & Science University
| | - Teresa M Chan
- Associate Professor, Division of Emergency Medicine, Department of Medicine, and Assistant Dean, Program for Faculty Development, Faculty of Health Sciences, McMaster University
| | - Nicole M Deiorio
- Professor, Department of Emergency Medicine, and Associate Dean, Student Affairs, Virginia Commonwealth University School of Medicine
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6
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Kennedy AB, Riyad CNY, Gunn LH, Brown AG, Dunlap KB, Knutsen ME, Dahl AA. More Than Their Test Scores: Redefining Success with Multiple Mini-Interviews. MEDICAL SCIENCE EDUCATOR 2020; 30:1049-1060. [PMID: 34457767 PMCID: PMC8368390 DOI: 10.1007/s40670-020-01013-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Medical schools are shifting to a holistic approach for admissions. As non-cognitive abilities become more valued in the medical field and admissions become more competitive, multiple mini-interviews (MMI) are becoming increasingly common in selection criteria. The purpose of this article is to examine the relationship among admissions criteria to create a predictive model of acceptance to medical school. This article also aims to examine, among matriculated students, the relationship between MMI and traditional academic success, and the relationship between MMI scores and clinical competence and academic accolades. METHODS This longitudinal study followed a cohort of students from the MMI process through the first two pre-clinical years at a medical school in the southeastern USA. Multiple logistic regression with backward elimination variable selection was used to examine the relationship between admission criteria and acceptance. A multivariate multinomial ordered probit model was used to assess the relationship between MMI and traditional academic success among matriculated students. Simple linear regression models were used to assess relationships between MMI and Objective Structured Clinical Examination (OSCE) scores and honors nomination. RESULTS MMI are among eight significant predictors of acceptance. Among matriculated students, there were weak negative associations between MMI and traditional academic success; however, all but one relationship was statistically non-significant. There was not a significant association between MMI and OSCE scores or academic accolades. CONCLUSIONS While MMI can identify students with non-cognitive skills needed to be a good physician, continued assessment needs to be incorporated in their education.
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Affiliation(s)
- Ann Blair Kennedy
- Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, SC USA
| | | | - Laura H. Gunn
- Public Health Sciences, University of North Carolina at Charlotte, Charlotte, NC USA
- Faculty of Medicine, School of Public Health, Imperial College London, London, UK
| | - April Gant Brown
- Greenville HealthCare Simulation Center, University of South Carolina School of Medicine Greenville, Greenville, SC USA
| | - Kandyce Brooke Dunlap
- Public Health Sciences, University of North Carolina at Charlotte, Charlotte, NC USA
| | | | - Alicia Anne Dahl
- Public Health Sciences, University of North Carolina at Charlotte, Charlotte, NC USA
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Pelletier-Bui A, Franzen D, Smith L, Hopson L, Lutfy-Clayton L, Parekh K, Olaf M, Morrissey T, Gordon D, McDonough E, Schnapp BH, Edens MA, Kiemeney M. COVID-19: A Driver for Disruptive Innovation of the Emergency Medicine Residency Application Process. West J Emerg Med 2020; 21:1105-1113. [PMID: 32970562 PMCID: PMC7514416 DOI: 10.5811/westjem.2020.8.48234] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Accepted: 08/07/2020] [Indexed: 11/11/2022] Open
Abstract
The coronavirus disease (COVID-19) pandemic has had a significant impact on undergraduate medical education with limitation of patient care activities and disruption to medical licensing examinations. In an effort to promote both safety and equity, the emergency medicine (EM) community has recommended no away rotations for EM applicants and entirely virtual interviews during this year's residency application cycle. These changes affect the components of the EM residency application most highly regarded by program directors - Standardized Letters of Evaluation from EM rotations, board scores, and interactions during the interview. The Council of Residency Directors in Emergency Medicine Application Process Improvement Committee suggests solutions not only for the upcoming year but also to address longstanding difficulties within the process, encouraging residency programs to leverage these challenges as an opportunity for disruptive innovation.
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Affiliation(s)
- Alexis Pelletier-Bui
- Cooper Medical School of Rowan University, Department of Emergency Medicine, Camden, New Jersey
| | - Doug Franzen
- University of Washington School of Medicine, Department of Emergency Medicine, Seattle, Washington
| | - Liza Smith
- University of Massachusetts Medical School Baystate Health, Department of Emergency Medicine, Springfield, Massachusetts
| | - Laura Hopson
- University of Michigan Medical School, Department of Emergency Medicine, Ann Arbor, Michigan
| | - Lucienne Lutfy-Clayton
- University of Massachusetts Medical School Baystate Health, Department of Emergency Medicine, Springfield, Massachusetts
| | - Kendra Parekh
- Vanderbilt University School of Medicine, Department of Emergency Medicine, Nashville, Tennessee
| | - Mark Olaf
- Geisinger Commonwealth School of Medicine, Department of Emergency Medicine, Scranton, Pennsylvania
| | - Tom Morrissey
- University of Florida College of Medicine-Jacksonville, Department of Emergency Medicine, Jacksonville, Florida
| | - David Gordon
- Duke University, Division of Emergency Medicine, Durham, North Carolina
| | - Erin McDonough
- University of Cincinnati College of Medicine, Department of Emergency Medicine, Cincinnati, Ohio
| | - Benjamin H Schnapp
- University of Wisconsin School of Medicine and Public Health, BerbeeWalsh Department of Emergency Medicine, Madison, Wisconsin
| | - Mary Ann Edens
- Louisiana State University Health Shreveport, Department of Emergency Medicine, Shreveport, Louisiana
| | - Michael Kiemeney
- Loma Linda University School of Medicine, Department of Emergency Medicine, Loma Linda, California
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Adin DB, Royal KD, Adin CA. Cross-Sectional Assessment of the Emotional Intelligence of Fourth-Year Veterinary Students and Veterinary House Officers in a Teaching Hospital. JOURNAL OF VETERINARY MEDICAL EDUCATION 2020; 47:193-201. [PMID: 31194633 DOI: 10.3138/jvme.0518-065r] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Emotional intelligence (EI) is the recognition and management of emotions. This skill set is important to work relationships and professional success. In this cross-sectional, observational study, we investigated EI scores of 4th-year veterinary students, interns, and residents in a teaching hospital, using a psychometric tool with professional population norms. Participants' EI scores were compared with professional norms and between the sample groups. Scores were examined on the basis of demographics and residency program type. Twenty-four 4th-year students and 43 interns and residents completed the survey. Total, composite, and subscale scores for all groups were lower than professional means. We noted no statistically significant differences in EI scores between training levels, but evaluation of effect sizes showed a medium negative effect of higher training levels on Self-Perception Composite, Self-Regard, Emotional Expression, Interpersonal Composite, Flexibility, and Optimism and a medium positive effect of higher training levels on Impulse Control. Medium effects for residency type were found for Stress Tolerance, Flexibility, and Stress Management, with higher scores for residencies with heavy inpatient loads. Medium effects for residency type were found on Flexibility scores, with higher scores for residents in disciplines with a perceived high stress level. We found that baseline EI scores of 4th-year veterinary students, interns, and residents at a teaching hospital were similar to, but uniformly lower than, those of other professionals and did not increase with training level. These results may be used to build on strengths and address weaknesses associated with EI of students and house officers at this institution.
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Affiliation(s)
| | - Kenneth D Royal
- Educational Assessment and Outcomes, College of Veterinary Medicine
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9
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Ganjoo R, Schwartz L, Boss M, McHarg M, Dobrydneva Y. Predictors of success on the MCAT among post-baccalaureate pre-medicine students. Heliyon 2020; 6:e03778. [PMID: 32337381 PMCID: PMC7177007 DOI: 10.1016/j.heliyon.2020.e03778] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2020] [Revised: 03/15/2020] [Accepted: 04/09/2020] [Indexed: 11/22/2022] Open
Abstract
Post-baccalaureate pre-medicine programs (PBPMP) provide prerequisite coursework for non-life science majors who aspire to become physicians. Students entering these programs generally do not have previous college-level exposure to the natural sciences. This pilot study was conducted to determine characteristics of scientifically naive, career changer, pre-medical students that may be used by PBPMP admissions committees. Statistical analyses were performed between Medical College Admission Test (MCAT) scores and student gender, Scholastic Aptitude Test (SAT) scores, undergraduate field of study, and undergraduate Grade Point Average (GPA). While relationships between certain subscores on the SAT and MCAT were found, data suggest that other non-quantitative metrics be considered as predictors of performance among PBPMP students.
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Affiliation(s)
- Rohini Ganjoo
- Department of Biomedical Laboratory Sciences, George Washington University School of Medicine and Health Sciences, Enterprise Hall, 44983 Knoll Square, Ashburn, Virginia, USA.,Department of Physician Assistant Sciences, George Washington University School of Medicine and Health Sciences, Enterprise Hall, 44983 Knoll Square, Ashburn, Virginia, USA
| | - Lisa Schwartz
- Department of Biomedical Laboratory Sciences, George Washington University School of Medicine and Health Sciences, Enterprise Hall, 44983 Knoll Square, Ashburn, Virginia, USA
| | - Mackenzie Boss
- Department of Physician Assistant Sciences, George Washington University School of Medicine and Health Sciences, Enterprise Hall, 44983 Knoll Square, Ashburn, Virginia, USA
| | - Matthew McHarg
- Department of Physician Assistant Sciences, George Washington University School of Medicine and Health Sciences, Enterprise Hall, 44983 Knoll Square, Ashburn, Virginia, USA
| | - Yuliya Dobrydneva
- Department of Biomedical Laboratory Sciences, George Washington University School of Medicine and Health Sciences, Enterprise Hall, 44983 Knoll Square, Ashburn, Virginia, USA
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10
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Wood TJ, Humphrey-Murto S, Moineau G, Forgie M, Puddester D, Leddy JJ. Does Emotional Intelligence at medical school admission predict future licensing examination performance? CANADIAN MEDICAL EDUCATION JOURNAL 2020; 11:e35-e45. [PMID: 32215141 PMCID: PMC7082480 DOI: 10.36834/cmej.67884] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
BACKGROUND Medical school admissions committees are seeking alternatives to traditional academic measures when selecting students; one potential measure being emotional intelligence (EI). If EI is to be used as an admissions criterion, it should predict future performance. The purpose of this study is to determine if EI scores at admissions predicts performance on a medical licensure examination. METHODS All medical school applicants to the University of Ottawa in 2006 and 2007 were invited to complete the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT v2.0) after their interview. Students were tracked through medical school into licensure and EI scores were correlated to their scores on the Medical Council of Canada Qualifying Examination (MCCQE) attempted between 2010 and 2014. RESULTS The correlation between the MSCEIT and the MCCQE Part I was r (200) = .01 p =. 90 The covariates of age and gender accounted for a significant amount of variance in MCCQE Part I scores (R 2 = .10, p<.001, n=202) but the addition of the MSCEIT scores was not statistically significant (R 2 change = .002, p=.56). The correlation between the MSCEIT and the MCCQE Part II was r(197) = .06, p = .41. The covariates of age and gender accounted for some variance in MCCQE Part II scores (R 2 = .05, p = .007, n=199) but the addition of the MSCEIT did not (R 2 change = .002 p =.55). CONCLUSION The low correlations between EI and licensure scores replicates other studies that have found weak correlations between EI scores and tests administered at admissions and during medical school. These results suggest caution if one were to use EI as part of their admissions process.
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Affiliation(s)
- Timothy J. Wood
- Department of Innovation in Medical Education,University of Ottawa, Ontario, Canada
| | - Susan Humphrey-Murto
- Department of Innovation in Medical Education,University of Ottawa, Ontario, Canada
- Department of Medicine, University of Ottawa, Ontario, Canada
| | | | - Melissa Forgie
- Department of Medicine, University of Ottawa, Ontario, Canada
| | - Derek Puddester
- Department of Psychiatry, University of Ottawa, Ontario, Canada
| | - John J. Leddy
- Department of Cellular and Molecular Medicine, University of Ottawa, Ontario, Canada
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Benbassat J. Assessments of Non-academic Attributes in Applicants for Undergraduate Medical Education: an Overview of Advantages and Limitations. MEDICAL SCIENCE EDUCATOR 2019; 29:1129-1134. [PMID: 34457592 PMCID: PMC8368911 DOI: 10.1007/s40670-019-00791-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Affiliation(s)
- Jochanan Benbassat
- Smokler Center for Health Policy Research, Myers-JDC-Brookdale Institute, PO Box 3886, 91037 Jerusalem, Israel
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12
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The right kind of smart: emotional intelligence's relationship to cognitive status in community-dwelling older adults. Int Psychogeriatr 2019; 31:1241-1247. [PMID: 30696497 DOI: 10.1017/s1041610218002284] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/28/2023]
Abstract
OBJECTIVES To examine whether emotional intelligence (EI) is associated with cognitive function (CF) in a sample of community-dwelling, non-demented elderly out-patients. DESIGN Correlational cross-sectional study. SETTING Two memory clinics in an urban community in central Israel. PARTICIPANTS Individuals age 60 and older without dementia, recruited from two memory clinics (N = 151). MEASUREMENTS Health history was obtained from medical charts. All participants underwent tests measuring CF, basic and instrumental function, general mental ability (GMA), EI, and depression. RESULTS Mean age of the participants was 79 years (SD = 7.00) with 96 females (63.6%). Mean score for Montreal Cognitive Assessment (MoCA) was 21.62 (SD = 3.09) and for EI was 14.08 (SD = 3.30). Linear multiple regression analysis was conducted to examine associations of CF with EI while controlling for gender, age, education, GMA, and Charlson Comorbidity Index (CCI). Age, education, GMA, and CCI were significant correlates of CF and accounted for 31.1% of the variance [F(7,143) = 10.8, p<0.01] in CF. EI was added in the second block and was the factor most strongly associated with CF, explaining an additional 9.1% (a total of 40.2%) of the variance in CF [F(8,142) = 13.2, p<0.01]. CONCLUSION This study is the first to show the association between EI and CF in older adults. Future prospective studies are needed to explicate the possibility of EI as a protective factor against cognitive decline.
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13
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Roll M, Canham L, Salamh P, Covington K, Simon C, Cook C. A novel tool for evaluating non-cognitive traits of doctor of physical therapy learners in the United States. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2018; 15:19. [PMID: 30114900 PMCID: PMC6194478 DOI: 10.3352/jeehp.2018.15.19] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/19/2018] [Accepted: 08/17/2018] [Indexed: 06/08/2023]
Abstract
PURPOSE The primary aim of this study was to develop a survey addressing an individual's non-cognitive traits, such as emotional intelligence, interpersonal skills, social intelligence, psychological flexibility, and grit. Such a tool would provide beneficial information for the continued development of admissions standards and would help better capture the full breadth of experience and capabilities of applicants applying to doctor of physical therapy (DPT) programs. METHODS This was a cross-sectional survey study involving learners in DPT programs at 3 academic institutions in the United States. A survey was developed based on established non-proprietary, non-cognitive measures affiliated with success and resilience. The survey was assessed for face validity, and exploratory factor analysis (EFA) was used to identify subgroups of factors based on responses to the items. RESULTS A total of 298 participants (90.3%) completed all elements of the survey. EFA yielded 39 items for dimensional assessment with regression coefficients < 0.4. Within the 39 items, 3 latent constructs were identified: adaptability (16 items), intuitiveness (12 items), and engagement (11 items). CONCLUSION This preliminary non-cognitive assessment survey will be able to play a valuable role in DPT admissions decisions following further examination and refinement.
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Affiliation(s)
- Marcus Roll
- Department of Orthopedics, Duke University, Durham, NC, USA
| | - Lara Canham
- Department of Physical Medicine and Rehabilitation, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO, USA
| | - Paul Salamh
- Krannert School of Physical Therapy, University of Indianapolis, Indianapolis, IN, USA
| | - Kyle Covington
- Department of Orthopedics, Duke University, Durham, NC, USA
| | - Corey Simon
- Department of Orthopedics, Duke University, Durham, NC, USA
| | - Chad Cook
- Department of Orthopedics, Duke University, Durham, NC, USA
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The relationship between emotional intelligence and critical thinking skills in Iranian nursing students. Med J Islam Repub Iran 2018; 32:40. [PMID: 30159291 PMCID: PMC6108289 DOI: 10.14196/mjiri.32.40] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2017] [Indexed: 11/18/2022] Open
Abstract
Background: Critical thinking skills are one of the most important competencies in successful clinical performance of nursing students. Emotional intelligence is also one of the concepts related to critical thinking and can play an important role in the ability to think. Thus, this study was conducted to investigate the relationship between emotional intelligence and critical thinking in nursing students. Methods: This was a quantitative, descriptive-correlative Study. Participants were nursing students in different levels. To collect data, California Critical Thinking Test (form B) and Bar-On Emotional Intelligence Questionnaire were used. Then, data were analyzed with descriptive and inferential statistics using SPSS 16 software. Results: Pearson correlation test showed no significant correlation between the total score of critical thinking skills and each of its components with the total score of emotional intelligence and its component, except for empathy (p=0.001), in nursing students. Conclusion: The findings revealed a significant relationship between empathy and critical thinking skills in nursing students. Using these elements as teaching techniques for nursing education courses can be very helpful in developing good nurse-patient relationships and improving patient care.
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Snowden A, Stenhouse R, Duers L, Marshall S, Carver F, Brown N, Young J. The relationship between emotional intelligence, previous caring experience and successful completion of a pre-registration nursing/midwifery degree. J Adv Nurs 2017; 74:433-442. [DOI: 10.1111/jan.13455] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/15/2017] [Indexed: 11/28/2022]
Affiliation(s)
- Austyn Snowden
- School of Health and Social Care; Sighthill Campus; Edinburgh Napier University; Edinburgh UK
| | - Rosie Stenhouse
- School of Health in Social Science; Medical School; University of Edinburgh; Edinburgh UK
| | - Lorraine Duers
- School of Health Nursing and Midwifery; University of the West of Scotland; Hamilton Campus; Hamilton UK
| | - Sarah Marshall
- School of Health and Social Care; Sighthill Campus; Edinburgh Napier University; Edinburgh UK
| | - Fiona Carver
- School of Health and Social Care; Sighthill Campus; Edinburgh Napier University; Edinburgh UK
| | - Norrie Brown
- School of Health and Social Care; Sighthill Campus; Edinburgh Napier University; Edinburgh UK
| | - Jenny Young
- School of Health and Social Care; Sighthill Campus; Edinburgh Napier University; Edinburgh UK
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Hur Y. What is interesting in the issue 2016 of Journal of Educational Evaluation for Health Professions?. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2016; 13:46. [PMID: 28028290 PMCID: PMC5286216 DOI: 10.3352/jeehp.2016.13.46] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/15/2016] [Accepted: 12/27/2016] [Indexed: 06/06/2023]
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