Emotional intelligence as a predictor of academic and/or professional success

Applying to medical school with undiagnosed dyslexia: a collaborative autoethnography

Recent statistics found the prevalence of dyslexia in UK medical schools to be 7%, sitting below the national prevalence of 10%. The factors contributing to this discrepancy are currently unknown, but may result from an interplay of individual and systemic barriers to entering medicine. This collaborative, analytic autoethnography aimed to use the experiences of 'Meg', a fourth-year medical student who was diagnosed as dyslexic whilst at medical school, to explore how the lack of a diagnosis during the admissions process may have impacted her journey into medicine. The data were collected using reflective writing and an interview before conducting a thematic analysis. Our analysis resulted in the construction of two meta-themes, relating to the negative emotional impact of not having a diagnosis and feelings of inferiority. Seven themes were also constructed. Some explored how Meg's personal experience of undiagnosed dyslexia acted as a barrier to entering medicine. Others explored the impact of external factors, such as socio-economic background and the provision of support, on an individual's chance of successfully applying to medical school. Finally, we explored the inadvertent impact undiagnosed (and unrecognised) dyslexia had on Meg's life course, including how medicine-specific aptitude tests, such as the BMAT and UKCAT, may have contributed to this. These results provide a unique window into the culture of applying to medical school as an undiagnosed dyslexic person, whilst discussing the need for medical schools to consider how their admissions processes may inadvertently disadvantage undiagnosed dyslexic applicants.

Strategic human resource management practitioners' emotional intelligence and affective organizational commitment in higher education institutions in Georgia during post-COVID-19

The COVID-19 pandemic has significantly affected the global workforce, presenting unprecedented challenges to managers and practitioners of strategic human resource management. Pandemic-influenced changes in the employment relationship highlighting the need for adaptation in order to facilitate a return to pre-pandemic conditions. Crises such as this can have a detrimental effect on employees' psychological contract, which in turn can hinder the organization's ability to thrive in the post-COVID-19 era and impede the development of high commitment levels in the aftermath of the crisis. Emotional intelligence plays an increasingly vital role in effectively navigating the crisis and providing support to employees, while also facilitating the reconstruction of the psychological contract. Therefore, this study aims to explain the role of emotional intelligence of strategic human resource management practitioners on affective organizational commitment and the possible mediating effect of the psychological contract in that relationship. A quantitative study took place in February 2023 among 286 HR directors, HR managers, and HR officers in higher education institutions in Georgia. Partial Least Squares for Structural Equation Modelling was applied for data analysis. The results revealed that the emotional intelligence of strategic human resource management practitioners has a positive impact on the psychological contract and the affective organizational commitment. This study supports the idea that emotional intelligence can transform strategic human resource management practitioners into individuals who engage in people-orientated activities. These activities aim to effectively acquire, utilize, and retain employees within an organization. The study also suggests that emotional intelligence can provide solutions to maintain high employee commitment during times of crisis and in the aftermath of unprecedented situations.

Evaluation of student emotional intelligence at various points in a pharmacy curriculum

INTRODUCTION

The purpose of this study is to evaluate emotional intelligence in doctor of pharmacy (PharmD) students at various points in the curriculum.

METHODS

This was a cross-sectional, single site, observational study that included first- through fourth-year PharmD students, conducted from December 2021 to April 2022. The study used the Emotional Quotient Inventory, version 2.0 (EQ-i 2.0) to obtain student emotional intelligence scores. A survey in QualtricsSM (SAP) was used to obtain baseline characteristics. The primary endpoint was the mean total EQ-i 2.0 scores comparing professional years. Secondary endpoints included mean EQ-i 2.0 scores in the composite scales of self-perception, self-expression, interpersonal, decision-making and stress-management. Change in EQ-i 2.0 scores was evaluated using descriptive statistics and analysis of variance. Multivariable regression analysis identified associations between baseline characteristics and EQ-i 2.0 scores.

RESULTS

A total of 137 (137/485, 28.2%) students completed the EQ-i 2.0 assessment. The mean (SD) total EQ-i 2.0 scores were 98.1 (15.5), 92.2 (15.9), 92.4 (12.9), and 103.5 (13.1), for first-, second- (P2), third- (P3), and fourth-year (P4) students, respectively. A statistically significant increase in total EQ-i 2.0 scores was noted in P4 students compared to P2 and P3 students. Work experience and leadership roles within student organizations may be associated with an increase in total EQ-i 2.0 scores.

CONCLUSIONS

Emotional intelligence varied among students in different years of the pharmacy curriculum. P4 students were found to have the highest average emotional intelligence. The effect of curricular and co-curricular components on emotional intelligence development warrants further exploration.

Profiling health professionals' personality traits, behaviour styles and emotional intelligence: a systematic review

BACKGROUND

Non-cognitive traits have been theorised to predict characteristics, career choice and outcomes of health professionals and could represent a homogenous group. This study aims to profile and compare personality traits, behaviour styles and emotional intelligence of health practitioners across a variety of professions.

METHODS

Empirical literature was systematically reviewed. A two-concept search strategy was applied to four databases (CINAHL, PubMed, Embase, ProQuest). Title/abstract and full text articles were screened against inclusion and exclusion criteria. Methodological quality was assessed using Mixed Methods Appraisal Tool. Data was synthesised narratively and meta-aggregated where feasible.

RESULTS

Three hundred twenty-one studies representing 153 assessment tools of personality (n = 83 studies), behaviour (n = 8), and emotional intelligence (n = 62) were included. Most studies (n = 171) explored personality (medicine, nursing, nursing assistants, dentistry, allied health, paramedics), revealing variation in traits across professions. Behaviour styles were least measured with only ten studies exploring these across four health professions (nursing, medicine, occupational therapy, psychology). Emotional intelligence (n = 146 studies) varied amongst professions (medicine, nursing, dentistry, occupational therapy, physiotherapy, radiology) with all exhibiting average to above-average scores.

CONCLUSION

Personality traits, behaviour styles and emotional intelligence are all key characteristics of health professionals reported in the literature. There is both heterogeneity and homogeneity within and between professional groups. The characterisation and understanding of these non-cognitive traits will aid health professionals to understand their own non-cognitive features and how these might be useful in predicting performance with potential to adapt these to enhance success within their chosen profession.

Desempenho escolar e saúde mental em alunos do Ensino Fundamental II da Região Sul do Brasil

O estudo do desempenho acadêmico e sua relação com a saúde mental de crianças e adolescentes é uma área de interesse crescente entre educadores e profissionais de saúde. O objetivo deste artigo é identificar o grau de associação entre desempenho acadêmico, saúde mental e dados sociodemográficos, e avaliar se o desempenho acadêmico é uma variável associada à saúde mental em uma amostra de 83 estudantes do Ensino Fundamental II de escolas públicas e seus responsáveis. O estudo utiliza uma metodologia quantitativa de corte transversal, e os dados foram obtidos utilizando os seguintes instrumentos: ficha de dados sociodemográficos, Questionário de Capacidades e Dificuldades (SDQ) para estudantes e responsáveis; e uma pontuação de desempenho acadêmico. A análise dos dados foi realizada por meio de estatística descritiva, correlação e regressão linear múltipla. Dentre os resultados destaca-se a alta percepção entre os estudantes de "total de dificuldades" no SDQ, indicando a presença de problemas de saúde mental clinicamente relevantes. Os resultados também mostraram que os estudantes com desempenho médio e baixo apresentam níveis significativamente mais altos de problemas de saúde mental. O artigo examina a prevalência de problemas de saúde mental infantil e adolescente, possíveis fatores de risco e estudos futuros que possam ampliar a população da amostra. As conclusões gerais indicam altos níveis de adoecimento psíquico, particularmente entre estudantes com desempenho médio e baixo.

Social and Emotional Development in a Telehealth-Based Ambulatory Care Skills Course

Objective. To determine the impact of telehealth-based simulations on students' social and emotional development.Methods. First-year pharmacy students enrolled in a professional skills course were eligible to participate in the study. Before and after the course, students completed the Personal-Interpersonal Competence Assessment, which codes onto eight subcategories: situation monitoring, inspire others, intimacy, awareness of one's aptitude, initiative to pursue leadership, empathy, sociability, and awareness of one's emotions. Students participated in seven telehealth-based simulations. Prior to each simulation, students watched a role modeling video highlighting social and emotional competence techniques used by a pharmacist during a consultation. Students then participated in simulated consultations that occurred in Zoom breakout rooms. Each student completed one consult while a teaching assistant completed a rubric derived from the Personal-Interpersonal Competence Assessment. Teaching assistants then provided formative feedback related to the student's social and emotional competence. At the semester midpoint, students completed a video log reflecting on their social and emotional development. Statistical analyses compared different time points of students' scores on the Personal-Interpersonal Competence Assessment and scores given by teaching assistants, while qualitative analysis was used for the video logs.Results. At the end of the course, improvement was noted on all factors of the Personal-Interpersonal Competence Assessment. Scores given by teaching assistants showed significant improvement over the semester, with the highest improvement noted on the subcategories inspiration and situation monitoring. On the video log, 80% of students noted improvements in their consideration of others.Conclusion. These findings suggest value in using role modeling, telehealth-based simulations, and teaching assistant feedback on pharmacy students' social and emotional development.

Challenges with international medical graduate selection: finding positive attributes predictive of success in family medicine residency

Background

Criteria to select residents most likely to succeed, other than proficiency of their medical knowledge, is a challenge facing preceptors. International Medical Graduates (IMGs) play an integral role in mitigating the high demand for family medicine physicians across Canada. Thus, selecting IMG candidates that have a high probability of succeeding in Canadian educational settings is important. The purpose of this study is to elucidate qualitative attributes that positively correspond to success in residency, to ultimately assist in the selection of IMG residents most likely to achieve family medicine residency.

Methods

Interviews of 13 family medicine preceptors from some of the largest IMG training sites in Canada were performed to collect original data. The data was coded in tandem sequences using standardized coding techniques to increase robustness of results.

Results

The identified positive predictors of an IMG residents’ success are: presence of a positive attitude, proficient communication skills, high level of clinical knowledge, trainability.

Conclusions

The results provide adequate guidelines to assist in selection of IMG residents. Canada is a unique sociocultural setting where standardized selection methods of IMGs have not been employed. By selecting IMG residents who possess these attributes upon inception of residency, benefits of instruction will be maximized and result in residents developing increased aptitudes for patient care.

Nailed it! Doctor of pharmacy learners' self-awareness of performance on authentic assessments

INTRODUCTION

The primary objective of this pilot study was to determine the reliability and validity of an objective structured clinical examination (OSCE) self-awareness survey. A secondary objective was to assess learner self-awareness in OSCE performance.

METHODS

A retrospective review of OSCE data from a single cohort in a three-year accelerated doctor of pharmacy program occurred. The cohort completed four OSCEs with a total of 23 discrete cases. At the end of each case, before receiving feedback, learners completed an evaluation of their skills, communication, overall performance, and identified if they believed the patient/provider would return ("nailed or failed"). These self-evaluations were then compared with respective learner performance scores for each case. Content validity was assessed for the self-awareness survey via the Lawshe method. Reliability of the OSCE cases and self-awareness survey were conducted utilizing Cronbach's alpha and the Spearman-Brown formula, respectively.

RESULTS

The OSCE self-awareness survey was found to be face valid and reliable for the overall survey. The subsections of return to pharmacist and overall learner performance were also found to be valid and reliable. A statistical relationship was found between learner self-assessment of pass/fail and their actual grade for overall performance and return to pharmacist.

CONCLUSIONS

Results from this study may guide remediation plans related to OSCE performance and development of other self-awareness activities in practice settings. Further studies are needed to evaluate the broader application and use of self-awareness tools.

Utilization of an emotional intelligence workshop to enhance student pharmacists' self-awareness

BACKGROUND AND PURPOSE

This study evaluated the impact of an emotional intelligence (EI) workshop as a tool to improve student pharmacists' self-awareness. The primary objectives were to assess the change in student pharmacists' self-awareness as measured by the Self-Awareness Outcomes Questionnaire (SAOQ) and identify trends in their self-reflection.

EDUCATIONAL ACTIVITY AND SETTING

A four-hour EI workshop was delivered in a first-year required student pharmacist leadership course. The components of the workshop included: an EI assessment via the Emotional Quotient Inventory (EQ-i 2.0) administered to student pharmacists outside of class, active learning class time that applied the principles of EI to leadership and group dynamics, and peer-to-peer discussions. Personal results of the EQ-i 2.0 were reviewed individually and in small groups. Student pharmacists completed a self-reflection and EI action plan outside of class. The SAOQ was completed before and after the workshop and the aggregated Likert scales were analyzed by paired t-tests.

FINDINGS

After two consecutive course offerings of the workshop (N = 100), there was a significant increase in the total SAOQ score as well as a significant increase for the three positive subscales: reflective self-development, acceptance, and proactivity. There was no change in the negative subscale: emotional costs. Student pharmacists positively perceived the workshop and reported that the activities motivated students to improve their interpersonal skills and increase extracurricular involvement.

DISCUSSION

Implementing an EI workshop is an effective curricular method to improve the affective domain of student development, specifically self-awareness.

Does Emotional Intelligence of Dental Undergraduates Influence Their Patient Satisfaction?

Objectives

The research aimed to investigate if emotional intelligence (EI) scores of dental undergraduates influenced their patients' satisfaction with the treatment received.

Methods

A 33-item EI questionnaire was completed by 46 dental undergraduates in a cross-sectional study. Responses, measured on a five-point Likert scale, were summed to yield EI scores. Patients treated by the same undergraduates were invited to complete a patient satisfaction (PS) questionnaire. EI and PS scores were calculated and compared by undergraduates' gender and the patients' age and education status. The four EI factors (optimism/mood regulation, appraisal of emotions, utilization of emotions, and social skills of students) were correlated with PS using Spearman's correlation test with a significance level set at p < 0.05.

Results

EI scores did not differ significantly between male (N = 23) and female (N = 23) undergraduates (p=0.218). PS was not associated with patients' gender, but those educated to the secondary school level were more likely to be satisfied compared to those educated to the college/university level (p=0.022). Of the four EI factors, optimism/mood regulation was positively correlated with PS (p=0.049).

Conclusion

The results of the study suggest that the EI of the students can influence PS. Practical Implications. Interventions to enhance EI can be developed to improve the patient experience.

The relationship between pharmacist emotional intelligence, occupational stress, job performance, and psychological affective well-being

BACKGROUND

Emotional intelligence (EI) is known to improve teamwork, communication, and organizational commitment. The role of EI has also influenced pharmacists' ability to empathize, control emotions, and actively listen. Although EI's impact on work-related components, including occupational stress, job performance, and psychological affective well-being, has been studied, there are no data specific to the practice of pharmacy.

OBJECTIVE

The primary objective of this study was to determine whether a significant correlation exists between pharmacist EI and work-related components.

METHODS

A voluntary Qualtrics survey (Qualtrics, Provo, UT) was distributed electronically to all active pharmacists licensed by the Florida Board of Pharmacy, which included questions from valid and reliable assessment tools. Spearman correlations were used to examine the association between EI facets and dependent variables of occupational stress, job performance, and psychological affective well-being. A subanalysis was conducted to evaluate demographic data. Statistical significance was set at P < 0.05 for all tests. Incomplete survey responses were included in the analysis.

RESULTS

A total of 942 responses were received and analyzed. Most of the respondents were aged 44 years or younger (42.5%), female (46.9%), identified as Caucasian (52.8%), and worked 31-40 hours weekly (20.6%). Most of the respondents reported a primary employment setting within community (29.3%) or hospital (18.6%) pharmacy. Higher EI correlated with lower levels of occupational stress, higher job performance, and higher psychological affective well-being. Secondary outcomes reported increased stress for both females and those practicing in the community setting; hospital-based pharmacists reported higher job performance and psychological affective well-being. Stress decreased with both age and years of experience.

CONCLUSION

Higher EI may support overall wellness for pharmacists on the basis of the results of this study. Additional evaluation of demographic data, including practice settings, and a more robust cohort of participants would provide more insight in this area.

The association between students' emotional intelligence, cultural competency, and cultural awareness

INTRODUCTION

Emphasis has been placed on health professionals' employment of social and behavioral skills to negotiate complex patient-clinician relationships. One example is a professional's ability to provide culturally appropriate care. This study evaluated the relationship between pharmacy students' cultural awareness, emotional intelligence, and their ability to engage in appropriate cross-cultural interactions as measured by a cultural competency scale.

METHODS

A cross-sectional study was conducted in first-year pharmacy students using three distinct survey instruments to measure cultural awareness, emotional intelligence, and cultural competence. Demographic characteristics assessed included gender, race, ethnicity, and previous cultural competency training. Descriptive statistics were used to characterize performance on each survey instrument. Pearson's correlation was used to evaluate the statistical significance of associations observed between the variables measured within the study.

RESULTS

Forty-four students responded, of which 34% had previous cultural competency training. No statistically significant associations were observed between overall cultural competence, emotional intelligence, or cultural awareness. The self-cultural scale (part of the cultural awareness scale) was significantly related to higher overall emotional intelligence scores (P = .02). Previous cultural competency training was associated with significantly higher scores on the cultural competence scale (P = .004). Previous cultural competency training was also associated with enhanced ability to perceive one's own emotions as measured by the emotional intelligence scale (P = .02).

CONCLUSIONS

Previous exposure to cultural competency training impacts cultural competence scores most significantly.

Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study

Education currently focuses on improving academic knowledge and clinical skills, but it is also important for students to develop personal and interpersonal skills from the start of their clinical practice. The aim was to evaluate the effect of peer mentoring in third-year students and to gauge the evolution of non-technical skills (NTS) acquisition up to the fifth year. The study groups were selected between September 2015 and May 2018, based on the NTS training they had or had not received: (1) fifth-year students with no training (G1); (2) third-year students mentored in NTS (G2a); and (3) a small group of fifth-year students who became mentors (G2b). A total of 276 students who took part in this study were assessed using a 114-item self-evaluation questionnaire. Data were collected from seven surveys conducted between September 2015 and May 2018, and statistical analysis was performed using one-way ANOVA and Fisher’s post-hoc test. G2a improved their non-technical skill acquisition over three years of clinical training up to their fifth year. This group and G2b showed statistically significant differences compared to non-mentored students (G1). Peer mentoring at the beginning of clinical practice is a valid option for training students in non-technical skills.

Research Trends in Career Success: A Bibliometric Review

The purpose of this article is to provide an overview of academic research on professional success, using the bibliometric analysis to understand the evolution of this field between the years 1990 and 2020. The information was obtained from the publications indexed in the Scopus database, under a rigorous bibliometric process that comprises five parts: (i) criteria search of the field, (ii) selection of database and documents, (iii) inclusion and selection criteria, (iv) software and data selection, and (v) analysis and results. The results show professional success as a scientific discipline in full exponential growth, which allows us to consider the main contributions of authors, institutions, and international contributions, as well as to consider the main themes that have shaped the intellectual structure of the subject through their visualization using bibliometric maps of co-citation and co-occurrence, which combined showed eight main lines of research. The results obtained allowed us to identify patterns of convergence and divergence in various topics, which allows obtaining current and diverse information on the state of the research field’s art.

Achieving Enrollment Outcomes by Aligning Applicant Recruitment and Selection with Unique Organizational Niches

Several Doctor of Pharmacy programs have rescinded their requirement for applicants to complete the Pharmacy College Admissions Test, modified their requirements for prerequisite coursework, and reduced the minimum grade point average required for admission. As schools and colleges of pharmacy begin to use these and other more holistic approaches to recruitment and admission, the quantity and quality of students in the applicant pool will continue to shift. In alignment with their unique mission, values, and vision statements, pharmacy programs have also expanded aspects of their application and review process to increasingly focus on applicants' leadership skills, community service, teamwork, collaboration skills, and paid and volunteer work. These aspects allow them to look beyond a candidate's academic performance and instead emphasize skills and affective domain areas that are aligned with the Accreditation Council for Pharmacy Education standards and Center for the Advancement of Pharmacy Education outcomes. Ways in which pharmacy schools and colleges can refine their recruitment and admissions processes to better align with their unique curricular and programmatic niche areas are discussed.

Does Emotional Intelligence Influence Academic Performance? The Role of Compassion and Engagement in Education for Sustainable Development

Education must guide students’ emotional development, not only to improve their skills and help them achieve their maximum performance, but to establish the foundations of a more cooperative and compassionate society. Achieving the Sustainable Development Goals, therefore, implies focusing on emotional aspects as well as financial, social, environmental, and scientific objectives. In this line, the goal of this study is to show how emotional intelligence, which is an essential dimension in the development and management of emotional competences required to build sustainable societies, plays a key role in optimising student’s academic performance in the classroom through compassion and academic commitment. The research model was tested with a questionnaire addressed to 550 students from four higher education institutions and one secondary school. The results of a structural equation analysis confirmed the study hypotheses. Emotional intelligence was shown to be positively related to compassion and higher levels of commitment, which, consequently, led to better academic performance. This finding will encourage interest in developing emotional intelligence, not only for its long-term value in training healthy citizens, but also for its short-term results in the classroom.

Emotional Intelligence and its Association with Academic Success and Performance in Medical Students

Background

Emotional intelligence (EI) is potentially associated with higher academic performance. However, no study from the Gulf region has previously assessed if EI affects academic success and academic performance in medical students.

Objectives

To examine the relationship between EI and academic success and academic performance in a sample of Saudi Arabian medical students.

Methods

This cross-sectional, questionnaire study included all 4^th-6^th year medical students enrolled at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia, in the academic year 2017-18. Eligible students were invited to complete the self-administered Schutte Self-Report Emotional Intelligence Test and the Academic Success Inventory for College Students (ASICS) along with a questionnaire eliciting demographic information between January and April 2018. Academic achievement was assessed based on each student's self-reported grade point average in the most recent examination.

Results

Of 377 eligible students, 296 (78%) completed the questionnaires. A significant association was identified between overall EI and ASICS scores (r = 0.197; P < 0.001). EI scores were constant in males and females and the year of study. No statistically significant association was observed between EI and academic success across gender and academic years (P > 0.05 for all values). However, in terms of external motivation and career decidedness by level of study, final-year students had higher scores compared with students in the other two study years (P = 0.02 and P = 0.01, respectively).

Conclusion

This study offers primary data on the impact of EI scores on academic success in medical education, and it identified several factors associated with EI and academic success. The findings of this study suggest that EI and academic success are linked, and that both are vital for increasing academic performance.

Validation of the Spanish Version of the Work Group Emotional Intelligence Profile Short Version (WEIP-S) in the Sports Context

Emotional intelligence (EI) is related to better performance in sports. To measure this construct, many tools have been developed and validated in the sports context. However, these tools are based on an individual's ability to manage their own emotions, but do not consider the emotions of the rest of the team (teammates, coaches, etc.). In this regard, the Workgroup Emotional Intelligence Profile short version (WEIP-S) is a self-reported measure designed to measure the EI of individuals who are part of a team. The aim of this study was to validate the WEIP-S structure to measure EI in the sports context, and to analyze the psychometric properties of this tool in the sample in terms of validity and reliability. A cross-sectional study was conducted among 273 athletes to examine the reliability, factor structure, and evidence of validity (convergent, discriminant, nomological, and concurrent) of the WEIP-S. Confirmatory factor analysis showed that the original four-factor structure is the most appropriate for the sports context. Composite reliability was adequate for all factors except management of one's own emotions, which also showed poor convergent validity. Evidence of convergent, discriminant, and nomological validity are discussed. This study represents an advance in the use of specific scales to measure EI in the sports context.

A Novel Artificial Intelligence-Powered Emotional Intelligence and Mindfulness App (Ajivar) for the College Student Population During the COVID-19 Pandemic: Quantitative Questionnaire Study

Background

Emotional intelligence (EI) and mindfulness can impact the level of anxiety and depression that an individual experiences. These symptoms have been exacerbated among college students during the COVID-19 pandemic. Ajivar is an app that utilizes artificial intelligence (AI) and machine learning to deliver personalized mindfulness and EI training.

Objective

The main objective of this research study was to determine the effectiveness of delivering an EI curriculum and mindfulness techniques using an AI conversation platform, Ajivar, to improve symptoms of anxiety and depression during this pandemic.

Methods

A total of 99 subjects, aged 18 to 29 years, were recruited from a second-semester group of freshmen students. All participants completed the online TestWell Wellness Inventory at the start and end of the 14-week semester. The comparison group members (49/99, 49%) were given routine mental wellness instruction. The intervention group members (50/99, 51%) were required to complete Ajivar activities in addition to routine mental wellness instruction during the semester, which coincided with the onset of the COVID-19 pandemic. This group also completed assessments to evaluate for anxiety, using the 7-item Generalized Anxiety Disorder (GAD-7) scale, and depression, using the 9-item Patient Health Questionnaire (PHQ-9).

Results

Study participants reported a mean age of 19.9 (SD 1.94) years; 27% (27/99) of the group were male and 60% (59/99) identified as Caucasian. No significant demographic differences existed between the comparison and intervention groups. Subjects in the intervention group interacted with Ajivar for a mean time of 1424 (SD 1168) minutes. There was a significant decrease in anxiety, as measured by the GAD-7: the mean score was 11.47 (SD 1.85) at the start of the study compared to 6.27 (SD 1.44) at the end (P<.001). There was a significant reduction in the symptoms of depression measured by the PHQ-9: the mean score was 10.69 (SD 2.04) at the start of the study compared to 6.69 (SD 2.41) at the end (P=.001). Both the intervention and comparison groups independently had significant improvements in the TestWell Wellness Inventory from pretest to posttest. The subgroups in the social awareness and spirituality inventories showed significant improvement in the intervention group. In a subgroup of participants (11/49, 22%) where the GAD-7 was available during the onset of the COVID-19 pandemic, there was an increase in anxiety from the start of the study (mean score 11.63, SD 2.16) to mid-March (ie, onset of the pandemic) (mean score 13.03, SD 1.48; P=.23), followed by a significant decrease at the end of the study period (mean score 5.9, SD 1.44; P=.001).

Conclusions

It is possible to deliver EI and mindfulness training in a scalable way using the Ajivar app during the COVID-19 pandemic, resulting in improvements in anxiety, depression, and EI in the college student population.

Student Personality Style and First-Year Academic Performance in a Doctor of Pharmacy Program

Objective. To evaluate whether the personality styles of Doctor of Pharmacy (PharmD) students as determined by the DiSC assessment are associated with students' cumulative grade point average (GPA) or with academic penalties imposed in the first year of a PharmD program. Methods. All incoming PharmD students that provided informed consent and completed the DiSC personality assessment were included in the study. Participants provided demographic data and forwarded their electronic DiSC assessment results to study investigators upon completion. Relevant academic data were collected at the end of each semester. Results. The overall response rate for the classes of 2019-2022 was 95.6%. No significant associations were found when comparing personality styles as defined by the DiSC assessment and cumulative GPA at the end of the first year. Additionally, no associations were noted when comparing students' personality style and semester GPA or academic penalties received. Conclusion. Understanding factors that contribute to students' academic success can aid in early identification of students who are likely to succeed and of students who may benefit from early academic intervention. While no significant associations were found in the first-year of the curriculum, continued evaluation will be conducted to determine the impact of personality style on students' overall academic performance beyond the first year of the PharmD curriculum.

Socioemotional Resources Account for Academic Adjustment in Moroccan Adolescents

This study aimed to analyze the relationship of both positive socioemotional resources [emotional intelligence (EI) and social support] and negative states (test anxiety and depression) with academic adjustment, as measured by academic performance and self-concept, among Moroccan adolescents. The participants were 845 students from Morocco (372 boys, 473 girls; mean age 15.58 years; SD = 1.69; range = 13-18) who were attending secondary education (79.8%) or high school. The participants completed a questionnaire that included scales to measure the variables of interest, adapted for and validated in Moroccan adolescents. A multiple mediation serial model with four mediator variables confirmed that academic self-concept was positively and directly predicted by EI, academic performance, and social support, whereas test anxiety and depression had a negative effect. Second, EI predicted self-concept through its indirect effects on test anxiety and academic performance, social support, and depression. EI was the most protective factor. This model has good performance in explaining the variation in test anxiety (1.6%), depression (14.2%), social support (9.5%), academic performance (6.8%), and self-concept (35.7%). This study helps clarify the relationship of positive and negative socioemotional states with the academic performance of adolescents in Morocco. This study contributes to the literature by enhancing knowledge of adolescents in societies that, like Morocco, have a less elaborated tradition at these levels of education and that are considering education in their agenda as a way of enhancing national development and promoting EI to allow youth development in a healthier society.

Use of Learning Style Frameworks in Health Science Education

Objective. To review the literature regarding the use of learning style frameworks in health science education, with particular attention to learning outcomes and use for self-awareness. Findings. Of the 415 articles identified in an initial search of the literature, 31 articles involving learning style frameworks were included after screening titles, abstracts, and full texts. Multiple learning style frameworks, including VARK, Kolb Learning Style Inventory, Honey and Mumford Learning Style Questionnaire, and Pharmacist Inventory of Learning Styles, have been used in various health science education disciplines, including medicine, nursing, and pharmacy. Most publications were descriptive in nature, reporting the learning styles of the given student cohort. Most studies that attempted to find a correlation between learning style and learning outcomes found none. In cases where a correlation was found, it was weak or inconsistent with findings from other published studies. No identified studies described use of learning style frameworks for increasing self-awareness in learners. Summary. While several different learning style inventories have been used to assess health science education students, their utility for predicting learning outcomes appears to be weak. Using learning style inventories to improve learner self-awareness is an unexplored area of education and research.

Using social media and focused learning activities to impact self-efficacy of empathy

BACKGROUND AND PURPOSE

Empathy is a component of emotional intelligence that is critical for healthcare professionals. Intentional learning activities utilizing social media platforms were developed to enhance student growth in self-efficacy of empathy and to assess how the incorporation of social media impacts pharmacy students' empathy and self-efficacy through self-reflection.

EDUCATIONAL ACTIVITY AND SETTING

Activities utilizing social media were implemented in a pharmacy skills lab course. This included following a social media story, focused classroom instruction, and writing personal reflections. Initial surveys assessed baseline empathy and self-efficacy. Post and "think back" surveys at the end of the semester re-assessed empathy and self-efficacy. Reflection assignments were designed to allow students to further self-reflect, and their responses provided qualitative data.

FINDINGS

Data was analyzed for 138 students in the fall semester of study year 1 (SY1) and 111 students in the fall semester of study year 2 (SY2). Overall, student empathy significantly decreased in both study years. However, student self-efficacy demonstrated a non-significant increase in SY1 and a significant increase in SY2. The "think-back" survey results demonstrated a significant increase in total self-efficacy for nine of the ten individual constructs. Qualitative findings supported perceived areas of growth.

SUMMARY

Although challenging to develop and assess empathy, social media can be an avenue for empathy skill development. This approach can easily be adapted by other schools of pharmacy and health professional programs to further develop self-efficacy regarding empathy.

Leader Academy: A layered approach to learning leadership

BACKGROUND AND PURPOSE

Leader Academy (LA) is a co-curricular experience for students that builds communication skills, fosters leadership skills, and offers opportunities in professional development. The program couples leadership development during the first year of the curriculum with activities conducted in a team-based learning course.

EDUCATIONAL ACTIVITY AND SETTING

An emotional intelligence (EI) assessment was administered to students during their first year. Students are led through a series of monthly programs utilizing GiANT Worldwide tools and team discussion. LA utilizes faculty, pharmacy residents, and student leaders to serve as facilitators for each team. Students participate in monthly meetings and are assigned team activities within required courses. Peer- and self-assessments are conducted through CATME SMARTER Teamwork program. The EI assessment will be re-administered at the end of LA to assess change in EI. A survey asked students to address the value and relevance of the GiANT Worldwide tools, how often they used the tools, and if they had taught a tool to someone else.

FINDINGS

On average, students scored lower in assertiveness, stress tolerance, emotional expression and independence in comparison to all of the areas assessed. The lowest composite scores were self-expression and stress management. Students indicated that they find the GiANT Worldwide tools valuable and relevant.

SUMMARY

There are specific areas of focus within EI where we can continue to build skills in self-expression and stress management. Students tailor their personal growth in EI by setting SMART goals at the beginning of the program and continually reassess throughout the program.

Are Emotionally Intelligent People More Creative? A Meta-Analysis of the Emotional Intelligence–Creativity Link

Although emotional intelligence (EI) is positively associated with beneficial outcomes such as higher job performance and better psychological well-being, its relationship with creativity is uncertain. To assess an overall correlation between EI and creativity, in the present study a meta-analysis of 96 correlations obtained from 75 studies with a total sample size of 18,130 was conducted. The results uncovered a statistically significant moderate correlation (r = 0.32, 95% CI, 0.26–0.38, p < 0.01) between these two constructs. Moderation analyses revealed that the link was modulated by the type of creativity/EI measure and sample characteristics, such as gender, employment status, and culture. Specifically, the link was stronger when EI and creativity were measured using subjective reports (EI: trait EI; creativity: creative behavior and creative personality) compared to objective tests (EI: ability EI; creativity: divergent thinking test, remote associate test, and creative product). In addition, the link was stronger in males compared to females, in employees compared to students, and in East Asian samples compared to Western European and American samples. Theoretical implications and future directions are discussed in detail.

How Much Emotional Intelligence Effect on Health Centers Performance? A Structural Equation Modeling Approach

BACKGROUND

Emotional intelligence (EI) is very important factor to guide managers in a way that leads to access long and short-term organizational goals. The aim of this study was to detect how much emotional intelligence effect on health centers performance.

STUDY DESIGN

This is a correlational/analytical study and due to providing some operational strategies for technical health managers and policy makers, it is an applied study.

METHODS

This study was conducted in 2016 and the population was technical health managers of city health centers in Hamadan Province, western Iran selected by census method. To assess the performance, applied the score that managers have gained in health deputy monitoring. EI measured by Shiring Siberia questionnaire. Data analysis implemented by SPSS software using multiple linear regression, Spearman correlation and Structure Equation Model (SEM).

RESULTS

Emotional intelligence of managers has a direct and significant impact on their performance (P=0.001), linear regression shows that an increment in the emotional intelligence score of managers, 0.718 units will be added to the performance score. Using multiple regression analysis, the severity of each dimension effect on performance were evaluated which awareness has greatest impact (P=0.001, B=0.017) and self-control has the weakest impact (P=0.014, B=-0.08) on performance.

CONCLUSION

The level of Emotional intelligence and its aspects has a significant effect on the manager's performance. This fact demonstrates need to high attention of health top managers and decision-makers to enhance health managers EI skills.

Developing emotionally intelligent leaders within a chapter of a student pharmacist organization

This article was migrated. The article was marked as recommended. Introduction: Emotional intelligence (EI) refers to an individual's awareness, management, and use of emotions, which has been shown to correlate with successful leadership. The objective of this study was to facilitate the development of emotionally intelligent leaders amongst the student officers within a chapter of the American Pharmacists Association-Academy of Student Pharmacists. Methods: During the 2012-2015 academic years, the chapter officers (n=27) participated in a leadership development program that included self-assessments, group discussions, reflection activities, and/or individual mentoring sessions based upon the concepts of organizational management, strengths-based leadership, team dysfunction, and continuous professional development. The officers also completed the Emotional Intelligence Appraisal® at the beginning and end of the program, and a perception survey after completing the program. Results: The officers' initial and final EI scores ranged from 54-100 and 59-100, respectively. In addition, their final mean overall, self-awareness, self-management, and relationship-management scores were higher than their corresponding initial scores ( P < 0.05). Most officers (89-100%) also rated each of their developmental experiences as being either very beneficial or beneficial. Conclusion: The implemented program appears to be an effective method for increasing the EI of student organization officers and provides a model for similar efforts in other health professions settings.

What makes pharmacists successful? An investigation of personal characteristics

OBJECTIVES

The primary objective of this study was to identify characteristics of pharmacists that contribute to their success.

DESIGN

A working definition of success in pharmacy practice was derived from a scoping literature review and is based on the premise that successful pharmacists practice to full scope within the context of their practice setting. Semistructured individual interviews were conducted with selected pharmacists. Potential candidates were nominated by leading pharmacists in the field with the use of our prespecified definition of success. Lists from the nominators were compared, and pharmacists who appeared on more than 1 list were invited to participate. The interview tool was developed with the use of previous research on success in health care professions.

SETTING AND PARTICIPANTS

Participants were 10 practicing pharmacists in a variety of locations (5 urban/5 rural) and practice settings (5 hospital/4 community/1 ambulatory care).

OUTCOME MEASURES

Themes related to successful pharmacists practicing to full scope.

RESULTS

Pharmacists meeting our definition of success were engaged in assessment and care planning, other expanded scope activities, and interpersonal activities and collaboration. The 10 interviewed pharmacists described motivation, critical thinking, emotional intelligence, core competencies, and work-life balance as significant contributors to their success.

CONCLUSION

Several characteristics were identified as potentially related to success. These characteristics may be useful in pharmacists identifying areas for personal growth and development.

Emotional intelligence scores among three cohorts of pharmacy students before and after completing the University of Oklahoma College of Pharmacy's Leadership Degree Option Program

BACKGROUND AND PURPOSE

Report change in Emotional Intelligence Appraisal scores among three cohorts of student pharmacists before and after completing the Leadership Degree Option (LDO) Program within the University of Oklahoma College of Pharmacy.

EDUCATIONAL ACTIVITY AND SETTING

The first three cohorts of student pharmacists who elected to enroll in the College's LDO completed the self-administered Emotional Intelligence Appraisal, Me Edition, at the start of the LDO program and again three years later at the end of the program. Paired samples t-test compared differences between mean pre- and post-scores stratified by gender.

FINDINGS

A total of 36 students from Cohorts 1, 2, and 3 completed and voluntarily reported their scores of the Emotional Intelligence Appraisal. There was a statistically significant increase in mean overall Emotional Intelligence Appraisal score between the start and end of the LDO (pre = 76.39, post = 81.03, p < 0.0001). Statistical significance remained when stratified by gender. There also were statistically significant differences on various sub-domain scores.

DISCUSSIONS AND CONCLUSIONS

We observed a before and after increase in Emotional Intelligence Appraisal scores among three cohorts of pharmacy students who completed a three-year LDO Program in parallel with completing the Doctor of Pharmacy Degree Program. Emotional recognizance and management in oneself and others has potential to build leadership capacity that can be applied in the health-care delivery setting.

Education and the pediatric surgeon

There have been many changes in the domain of clinical surgery over the last 2 decades, but probably none more so than in education. The British Association of Pediatric Surgeons recognizes the importance of this topic and has commissioned a special session on this subject jointly with the International Pediatric Endosurgery Group. Free papers presented on a number of educational subjects and specific topics of recruitment and simulation were covered in invited lectures. The session was completed with a keynote lecture from the renowned educationalist Professor Roger Kneebone.

LEVEL OF EVIDENCE

5 (Expert Opinion).

Emotional intelligence and academic performance of medical undergraduates: a cross-sectional study in a selected university in Sri Lanka

BACKGROUND

Emotional intelligence (EI) has been linked with academic and professional success. Such data are scarce in Sri Lanka. This study was conducted to describe the pattern of EI, to determine its predictors and to determine the effect of EI on academic performance at the final MBBS examination, in medical undergraduates of a Sri Lankan university.

METHODS

This is a cross-sectional study in a selected university, involving those who did final MBBS examination in 2016. Consecutive sampling was done. EI was assessed with self-administered Genos Emotional Intelligence Full Version (7 domains; 70 questions equally weighted; total score 350). Socio-demographic data were obtained using a self-administered questionnaire. Academic performance was assessed with final MBBS results in the first attempt.

RESULTS

Of 148 eligible students 130 responded (response rate-88%); 61.5% were females; mean age was 26.3 ± 1 years. Mean total EI score was 241.5 (females-245.5, males-235.1; p = 0.045).Among different domains, mean score was highest for Emotional Self-Awareness (36.8/50) and lowest for Emotional Expression (32.6/50). Multiple linear regression analysis indicated that having good family support (p = 0.002), socializing well in university (p = 0.024) and being satisfied with facilities available for learning (p = 0.002), were independent predictors of EI. At the final MBBS examination 51.6% obtained classes, 31.5% passed the examination without classes and 16.9% got repeated. Females had better academic performance than males (p = 0.009). Mean EI of second-class upper division, second-class lower division, pass and repeat groups were 249.4, 246.6, 240.2 and 226.9, respectively (with one-way ANOVA p = 0.015). After adjusting for gender, ordinal regression analysis indicated that, total EI score was an independent predictor of final MBBS results [β-0.018 (95% CI 0.005-0.031); p = 0.006].

CONCLUSIONS

In the study population, both EI and academic performance were higher among females. Independent of gender, academic performance was better in those who were more emotionally intelligent. Several psychosocial factors were found to be independent predictors of EI. These results suggest that emotional skills development might enhance academic performance of medical undergraduates in Sri Lanka. Further research is needed in this under-explored area.

Longitudinal predictive validity of emotional intelligence on first year medical students perceived stress

BACKGROUND

Emotional intelligence has been shown to affect academic performance and perceived stress. But conflicting reports suggest that the relationship between academic performance and emotional intelligence may not be straightforward. Hence, this study explored the relationship between emotional intelligence, perceived stress and academic performance.

METHODS

First year medical students were invited to participate in this longitudinal study. At Time 1, before mid-semester examinations, they completed the questionnaires on Schutte's Emotional Intelligence Scale (SEIS) and Perceived Stress Scale (PSS) (n = 213). At Time 2, before pre university examinations, students again completed perceived stress scale questionnaire. (n = 138). Academic performance was reported using summative assessment at both T1 and T2. The relationship between academic performance, emotional intelligence and perceived stress was explored using regression analysis.

RESULTS

Neither PSS nor SEIS were related to academic performance. However, perceived stress was significantly predicted by SEIS both at T1 (r = 0.333, β = 0.149, p < 0.001) as well as T2 (r = 0.240, β = 0.116, p = 0.028). The results were cross-validated at student level both at T1 and at T2.

CONCLUSION

Medical students with higher trait emotional intelligence perceived lesser stress. Therefore, it might be prudent to train medical students to increase their emotional intelligence to promote their well-being.

Indigenous Emotional Intelligence Scale: Development and validation

In Nigeria, it seems there is sparse of indigenous measure of emotional intelligence. Therefore, this research fills a gap in literature by developing a valid and reliable indigenous scale. To achieve this, the author combined the Bar-On and Goleman’s models of emotional intelligence. In Study 1, 255 items were generated and were reduced to 198 based on expert advice. At the end of several analyses, 52 items were retained. These items were put in a questionnaire form and administered to 850 students in a university. The author determined the factorial validity of the scale using a sample of 834 participants who returned the scale. The scale (using varimax rotation method) was then subjected to principal component analysis and 40 items were retained in a 7 well defined factor structure. The factors/dimensions include interpersonal skill (r = .77), empathetic response (r = .73), stress tolerance (r = .69), optimism (r = .75), assertiveness (r = .78), problem solving (r = .74) and flexibility (r = .80). The scale has convergent validity because of its positive relationship with empathy (r = .67) and social intelligence (r = .79) and negative relationships with aggression (r = -.41) and impulsiveness (r = -.32). A test re-test reliability of .79 was also established for the scale.

Emotional intelligence and personality traits as predictors of undergraduate occupational therapy students’ teamwork skills: A cross-sectional study

Introduction

This study investigated whether occupational therapy students’ emotional intelligence and personality traits are predictive of their teamwork skills.

Method

114 second and third year undergraduate occupational therapy students (86.6% response rate) completed the Genos Emotional Intelligence Inventory, the Ten-Item Personality Inventory, and the Team Skills Scale. Linear regressions were completed with the Team Skills Scale domains being the dependent variables and the Genos Emotional Intelligence Inventory and Ten-Item Personality Inventory factors being the independent variables.

Results

Regression analysis results revealed that the Genos Emotional Intelligence Inventory subscales of emotional reasoning and emotional management of others were significant predictors of students’ teamwork skills. Emotional reasoning accounted for 8.3% of the unique variance of the team skills variable ( p = .001) and emotional management of others contributed 2.4% of the unique variance ( p = .05). The personality traits of extraversion and emotional stability were also found to be significant predictors of students’ teamwork skills, accounting for 7.6% ( p = .002) and 3.6% ( p = .033) respectively of unique variance of the team skills variable.

Conclusion

Components of occupational therapy students’ emotional intelligence and specific personality traits were found to be significant predictors of their team skills. Further investigation of this topic is recommended.

Assessing Emotionally Intelligent Leadership in Pharmacy Students

Objective. To determine the frequency distribution of pharmacy students across Emotionally Intelligent Leadership Inventory (EILI) measures. Methods. The EILI was administered to 235 pharmacy students at two schools. The instrument was systematically compared to the 2013 CAPE Outcomes and analyzed by confirmatory factor analysis. Results. The EILI has primary connections with pharmacy competencies related to interprofessional communication and leadership. The three facets of the EILI were verified for internal consistency (Context, α=.78; Self, α=.74; Others, α=.79). Student scores were the highest for the consciousness of self facet, with a mean score of 31.4 out of 40. Conclusion. The EILI shows promise as an instrument for use in assessing pharmacy students' emotional intelligence and leadership skills.

BSN Program Admittance Criteria: Should Emotional Intelligence Be Included?

Emotional intelligence refers to the ability to identify and monitor emotions and remain aware of how emotions affect thoughts and actions. Emotional intelligence has been discussed as a better predictor of personal and occupational success than performance on intellectual intelligence tests.

PROBLEM

Despite the importance of one's emotional intelligence, BSN (Bachelor of Science in Nursing) nursing schools routinely admit candidates based on the student's cumulative college course grade point average (GPA). Nursing is a profession that requires one's ability to empathize, care, and react in emotionally sound manners. Is the GPA enough to determine if a student will evolve into a professional nurse?

EXPLORATION

This article will explore the routine admittance criteria for BSN nursing programs and propose the concept of using the emotional intelligence tool as an adjunct to the cumulative college course GPA. The emotional intelligence theory will be identified and applied to the nursing profession.

Impact of the Birkman Method Assessment on Pharmacy Student Self-Confidence, Self-Perceptions, and Self-Awareness

Objective. To identify changes in pharmacy student self-confidence, self-perceptions, and self-awareness after completing the Birkman Method assessment and training program. Methods. Survey tools were developed to evaluate students at baseline and following the co-curricular Birkman Method program. Following IRB approval, students participating in the Birkman Method program were recruited for enrollment in this survey-based study. Results. Student self-confidence was high at baseline (mean=4 out of 5) and did not significantly change after Birkman Method testing and training. Self-perceptions regarding usual and stressed communication style and behaviors and behavioral needs under stress changed significantly after Birkman Method testing and training for these endpoints. The Birkman Method intervention resulted in a significant improvement in self-awareness, as indicated by a mean self-perception accuracy score increase of 1.6 points (95% CI: 1.3-1.9). Conclusions. A Birkman Method assessment and training program is an effective self-assessment tool for students, and may be useful for accomplishing Accreditation Council for Pharmacy Education (ACPE) 2016 Standard 4 affective domain elements, particularly self-awareness.

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

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.

Moderating Influence of Emotional Intelligence on the Link Between Academic Self-efficacy and Achievement of University Students

The study examined the moderating influence of emotional intelligence on the link between academic self-efficacy and achievement among university students. The participants in the study were 300 undergraduate students at the University of Ibadan, Ibadan, Nigeria. Their age ranged between 16.5 years and 30 years with mean age of 19.4 years. Two valid and reliable instruments were used to assess emotional intelligence and academic self-efficacy while participants’ first semester result was used as a measure of academic achievement. Descriptive statistics, Pearson Product Moment Correlation and hierarchical regression analysis were used to analyse the data. The result demonstrated that emotional intelligence and academic self-efficacy significantly correlated with academic achievement. The moderating effect of emotional intelligence on the relationship between academic self-efficacy and achievement was also established. On the basis of the findings, it is suggested that emotional intelligence should be integrated into undergraduate curriculum. The study further advocated for the promulgation of educational policy on emotional intelligence and academic self-efficacy.

Including Emotional Intelligence in Pharmacy Curricula to Help Achieve CAPE Outcomes

The importance of emotional intelligence (EI) for effective teamwork and leadership within the workplace is increasingly apparent. As suggested by the 2013 CAPE Outcomes, we recommend that colleges and schools of pharmacy consider EI-related competencies to build self-awareness and professionalism among students. In this Statement, we provide two examples of the introduction of EI into pharmacy curricula. In addition, we provide a 4-phase process based on recommendations developed by EI experts for structuring and planning EI development. Finally, we make 9 recommendations' to inform the process of including EI in pharmacy curricula.

Application and interview features used to assess applicant qualifications for residency training

PURPOSE

To determine what factors residency program directors (RPDs) consider and what methods they use to assess applicants.

METHODS

Respondents ranked the importance of 27 applicant features within domains: academics/credentials, application features/program fit, involvement, professional experience, research/ teaching experience, and postgraduate year 1 (PGY-1) residency experience. Rank was assigned in an ordinal fashion (1 = most important feature). The domains were characterized by their importance (mean % ± SD) in selecting candidates for interviews. Participants characterized their screening process according to 8 application and 6 interview features and the corresponding applicant dimensions evaluated. RPDs rated the importance of 14 methods applicants used to communicate with the program and 3 methods by which references were obtained. A Likert scale was used for rating (4 = crucial features). The approaches the program used to evaluate 12 application features or interpersonal interactions were reported.

RESULTS

The most important application domain was application features/program fit (26.28 ± 19.11). The highest ranked application feature was program fit (2.04 ± 1.17). The applicant's cover letter, recommendation letters, curriculum vitae, and interview meal were commonly used to assess communication and interpersonal skills, knowledge base, and experience. The most important communication venue was the on-site interview (3.95 ± 0.23). Recommendations solicited by RPDs (3.42 ± 0.69) were most important. Programs formally evaluated the interview (89%) and recommendation letters (84%).

CONCLUSION

Understanding the importance that RPDs place on application and interview features, as well as the process used to assess communication skills and interpersonal interactions, should allow residency candidates to become more competitive residency prospects.

Comparing traditional measures of academic success with emotional intelligence scores in nursing students

Objective:

Emotional intelligence (EI) is the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge and to reflectively regulate emotions so as to promote emotional and intellectual growth. EI is increasingly discussed in healthcare as having a potential role in nursing. The purpose of this descriptive study was to examine the causal relationship between EI scores and the traditional academic admission criteria (GPA) and evaluation methods of a baccalaureate nursing program.

Methods:

The sample included second semester upper division nursing students (n = 85). EI was measured using the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT).

Results:

The results of the statistical analysis (MANOVA, ANOVA and Pearson correlational coefficient) found no significant relationships or correlations with the current methods of evaluation for admission to nursing school or the evaluation methods used once students are in the nursing program.

Conclusions:

These results imply that assessing a nursing student's EI is measuring a different type of intelligence than that represented by academic achievement. Based on the findings of this study and the current state of nursing education, EI abilities should be included as part of the admission criteria for nursing programs.

Facial affect recognition and exit examination performance in medical students: a prospective exploratory study

BACKGROUND

Facial affect recognition (FAR) abilities underpin emotional intelligence (EI). The latter is suggested to predict academic success and to be important for clinician-patient interaction. It is therefore of interest to investigate the possible association between FAR and academic performance in undergraduate medical students.

METHODS

We assessed the association between the ability to recognize emotions through facial expression and exit examination performance, a measure of clinical proficiency, in undergraduate medical students stratified by gender at a South African tertiary institution using a prospective descriptive design. Data on the perception of facial expressions and exit examination marks were obtained from 144 (61%) females and 93 (39%) males with a mean age of 24.1 ± 1.6 years. Facial affect recognition measures on the Hexagon and Animation tasks were individually correlated with academic performance indicators using Pearson correlation.

RESULTS

The perceptual discrimination of anger was associated with improved performance in anaesthetics (r = .24; p = .004) and urology (r = .24; p = .001), while the recognition of happiness was associated with decreased performance in obstetrics (r = -.21, p = .002). Gender was an effect modifier in the relationship between perceptual discrimination of anger and urology performance (p = .03), with a strong positive relationship for males, but a non-significant relationship for females.

CONCLUSION

There was no overall correlation between FAR and overall academic performance or with gender. However, subject (specialty) specific findings with recognition of specific emotions and with gender as effect modifier poses interesting questions about EI and FAR and prompts further research into FAR as a useful tool. Being an objective test and offering a more focused assessment makes FAR worthy of further application.