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Author Credentials

Deborah Maier, MS, RN, ACCNS-AG, CCRN

Nagesh Jadhav, MD

Christina Goodermote, MBA, EdD

Richard Alweis, MD

Author ORCID Identifier

0000-0002-4747-8066

Abstract

Introduction: Emotional intelligence (EI) is the ability to monitor emotions and use this knowledge to guide one’s thinking and actions. EI shapes the physician’s bedside manner and leads to a better doctor-patient relationship. Higher physician EI is inversely proportional to feelings of burnout and increases resiliency to the stresses of the profession. Given the increasing levels of physician burnout, there has been a call to incorporate the development of emotional intelligence into medical education. However, little guidance exists on best practices in incorporating EI training into graduate medical education.

Purpose/Aim: Utilization of EI simulation as a pedagogical instrument to increase physician skillset in four key areas of EI: self-awareness, self-management, social awareness, and relationship management.

Methods: Post-Graduate Year 3 residents from two internal medicine residencies were divided by residency and first year Cardiology fellows received either a pre-posttest utilizing the Emotional Intelligence Appraisal Tool (EIAT) © separated by 5 months with no educational intervention or an EI-focused simulation curriculum between the pre and post-tests. EIAT data was collated and compared across the study groups.

Results: There were a total of 33 participants in the study (32 residents, 1 fellow) between September, 2019 – February, 2020. Participants in the control group were younger (mean 29.4 years, P=0.011) and less experienced than the participants in the intervention group (mean 4.25 years, P=0.026). Of the participants, there were more males (54.5%). The intervention group had significantly better overall social competence and awareness, (P=0.004), and relationship management (P=0.005) scores. There was a trend towards significance for the overall emotional quotient score in the interventional group.

Conclusions: Simulation was a useful pedagogical instrument to enhance EI acumen in resident education. Time and experience alone offered no benefit.

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