The study findings are limited in that the use of specific cognitive-based assessments and generalizability may be hampered beyond the situational assessments employed in the study. Received 2005 Aug 4; Accepted 2005 Oct 6. emotional intelligence, general intelligence, academic success, performance. Various investigators have engaged in research designed to examine and apply emotional intelligence constructs within academic, medical, and other learning settings (Table (Table1).1). Self-report reliability may be increased by combining self-responses with peer assessments.22 However, this introduces several research issues as well as the need for increased resources. FOIA Most instruments designed to measure emotional intelligence are either self-report scales or performance-based evaluations involving the completion of observed problem sets.19,22 Performance-based assessments may provide better reliability since they assess demonstrated ability-based skills rather than self-reports; however, they are generally more costly and time consuming to perform. Including the assessment of nontraditional factors in pharmacy school admissions. Many psychologists and intelligence experts fail to find differences between emotional intelligence and personality constructs and often identify the loosely defined nature of emotional intelligence as a major impediment to acceptance of the concept.21-23 Others support the notion that existing data and research in this area are sufficiently robust to justify acceptance of emotional intelligence or at a minimum support of ongoing research in this area.15-18 Both groups recognize the need to embrace a single definition and the need for better assessment instruments and measures. As a minimum, some have suggested that any research involving measurement of emotional intelligence should also include an analysis of academic success markers, personality (eg, the Big Five test), and technical knowledge. Most institutions of higher learning and professional disciplines must ascertain predictors of ability or success in order to make student admissions and assessment decisions. stream Wagner PJ, Moseley GC, Grant MM, Gore JR, Owens C. Physicians' emotional intelligence and patient satisfaction. <>/XObject<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/Annots[ 9 0 R] /MediaBox[ 0 0 612 792] /Contents 4 0 R/Group<>/Tabs/S>> Traditional admissions markers may predict successful academic performance but may not capture many intangible characteristics, behavioral variations, and traits that may be more critical to successful pharmacy practice and life in general.11 These intangible characteristics, such as empathy, social maturity, and self-awareness may be essential components required for connecting with and caring for patients. Mean perceived stress scores were higher in students over 21 years of age (p < 0.001), female students (p < 0.05), and those in higher years of school (p < 0.001). Two scores were derived from the satisfaction survey: the total satisfaction sum and the relationship satisfaction score. The total satisfaction score reflected patients' impressions of their overall health care, while the relationship score was more specific for services provided by their individual physician. hbbd``b`V@3`?$@BCH0- BHH$&?AH3+- S4,#eE7|0 F This study was limited in that complete admissions data were not available for all applicants, thus the sample size was not completely inclusive. Furthermore, scores for each dimension of the instrument were higher among women with less variance. Romanelli F, Ryan M. A survey and review of attitudes and beliefs of generation X pharmacy students. Cognitive-based performance was assessed using 8 problems selected from a previously published logical reasoning test. In order for pharmacists and pharmacy students to successfully provide care of any type, they must cultivate patient interactions that engender trust, empathy, and self-awareness. Lam LT, Kirby SL. An evaluation of traditional and novel predictors of didactic and professional practice success of pharmacy students. Summary of Emotional Intelligence Research Trials. Each participant completed the Multifactor Emotional Intelligence Scale (MEIS). Jaeger AJ. These findings led researchers to conclude that emotional intelligence could be taught or learned and is not a fixed parameter. Some historical and scientific issues related to research on emotional intelligence. Conte JM. A demographic questionnaire was also completed by each subject. The capacity to develop this kind of a relationship (ie, patient-pharmacist) may be facilitated by one's emotional intelligence.25,28-29 If this theory holds true and with various managed care and other environmental constraints being placed upon practitioners from all health fields, it may become critical for students in the health professions to have emotional intelligence to provide high-quality patient care. Correlational analysis demonstrated that emotional intelligence scale scores were inversely related to PSS-10 scores. A review and critique of emotional intelligence measures. If these limitations to studying emotional intelligence are eventually addressed, a new marker or modifiable factor that will allow colleges and schools of pharmacy to graduate students, and subsequently practitioners, with the skills and desire to engage in meaningful therapeutic relationships might be identified. Learn more Lack of research in this area by pharmacy and other health professions may be for one of several reasons. Federal government websites often end in .gov or .mil. Hammer DP, Berger BA, Beardsley RS, Easton MR. Student professionalism. Jaeger studied the effects of emotional intelligence instruction on academic performance among a convenience sample of 150 students in 5 sections of a general management graduate-level course in the northeastern United States.24 Additional data regarding the demographics of the study cohort was not provided by the authors. Use of emotional quotient inventory in medical education. )kaQpU;jjt#]X ZeDR-{^8@`X9=E .0O,re).KjoP#W&D1NGPc1LgP&$}m`^rK g2syM|4 h0p0g6 --R8 D 1RNKl cR%hyqk'I#IGB}Fh#".GV:[JkW:)G.&4M\k$8/~nD"{.);_CS54b+l^K"fkT_$ The remaining 4 sections of the course did not have any formal or informal discussion of emotional intelligence. W6>! Finally, a reported difference in emotional intelligence scores between adolescents and adults provides support for meeting the final criterion for a new form of intelligence.18,19, Common criticisms of emotional intelligence and emotional intelligence measures are the multitude of qualities encompassed by the concept and its loosely defined nature.20-22 Some authors have described overlaps between emotional intelligence models and personality constructs. Whether emotional intelligence is a predictor of these skill sets has not been well described. Nia%Y>F :>|X%}8duL _Afue!F=>v$,.I6 B`L_XZ\}?>d"rFMcfq(hk!E^CIjy|?-mCf!L_S1IXL3RS4&"I(8FL1BdS:h)A#\s>w!|kdBk=L! A Students registering for 1 of the 5 sections of the course were blinded to the study goals. No background information regarding the study participants was reported. Additionally, performance-based tests are hindered by the objectivity in selecting what are considered correct responses to the problem sets posed to the test subjects. Levels of emotional intelligence at the end of the study period were associated with academic performance, with a greater correlation existing in the emotional intelligence curriculum group. The site is secure. Some new data and conclusions. Why emotional intelligence is an invalid concept. %%EOF Internal consistency (as determined by Cronbach's alpha assessment) for the emotional intelligence scale and PSS-10 were 0.9 and 0.86, respectively. <> Is emotional intelligence an advantage? Meeting these criteria would establish emotional intelligence as a set of abilities rather than a preferred way of behaving or a personality trait. American Journal of Pharmaceutical Education. Researchers concluded that dental students with greater degrees of emotional intelligence may be more adept at coping and dealing with academic and non-academic stressful situations, and that reducing perceived stress may improve academic performance as well as patient satisfaction. The concept of EI has roots in discussions that began as early as the late 1930s, when researchers began describing a non-intellective intelligence sometimes described as social intelligence.14 EI itself was first defined in the early 1990s by Salvoy and Meyers as a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use this information to guide one's thinking and actions.15 Salvoy and Meyers expanded their definition to include the verbal and non-verbal appraisal and expression of emotion, the regulation of emotion in the self and others, and the utilization of emotional content in problem-solving. Conversely, general intelligence has been defined as a person's overall capacity for adaptation through effective cognition and information processing.16 In simpler terms, emotional intelligence might be defined as the set of skills people use to read, understand, and react effectively to emotional signals sent by others and oneself.15 These are skills such as empathy, problem-solving, optimism, and self-awareness which allow people to reflect, react to, and understand various environmental situations. Self-report scales must be understandable to the test subject and are prone to response biases such as social desirability effects which may result in exaggerated responses. The .gov means its official. and transmitted securely. hb```f````e`Y ,@Q @V(una``jlhs:$5AE+D~AND8+&j qZ "1[ B(& 0AD` Gvh20_a@,y 'i{a l894x8(6T; } |X1(@ 7p New forms of intelligence should also meet prescribed correlational criteria. This may certainly be true of pharmacy, in which in the last century modernization of medication production processes and dispensing systems has resulted in a reduced need for individualized compounding and pharmacist-patient interactions.7,26 Only recently has the profession begun to renew its commitment to patient-centered practice.27. Final project grades were selected as the dependent measure since in the intervention group these grades would reflect only learning that occurred following the emotional intelligence instruction. Lastly, intelligence should vary with experience and age. Emotional intelligence (EI) most commonly incorporates concepts of emotional expression and regulation, self-awareness, and empathy. Traditional markers of ability and success, such as grade point average (GPA) and standardized test scores, have varying degrees of predictive value.1-5 Some institutions employ additional methods to select candidates for admission including but not limited to writing samples, personality inventories, on-site individual interviews, and group interviews.3,6 Colleges and schools of pharmacy are increasingly scrutinizing their student admissions processes for several reasons. The goals of this process were to allow students to gain a self-awareness of their emotional intelligence strengths and weaknesses and to improve their patient-physician interactions and to provide a more formalized approach to improving patient-physician interactions. No formal statistical or outcome data were collected by the investigator in this pilot study. Various studies examining emotional intelligence in other health professions have been conducted. From each emotional intelligence group in each academic year, 1 male and 1 female student were randomly selected to comprise a cohort of 10 subjects that represented all 5 years of the dental program. Carrothers et al developed and piloted a trial of an emotional intelligence assessment instrument intended for applicants at 3 consortium medical schools.32 Researchers developed a 34-item semantic differential instrument that was intended to measure emotional intelligence constructs. The happiness subscale most closely correlated with physician mood. nWfYQh?1:kU +kurkn>z~#P$i k*5~:9!F]#BQ@Pv6!&#'5]n+@z9#a|ne {j"^oWzhv{]/C6WB.7xM90Whim/+>4lw+A(`60z#s";}RI/U6zg e+b. Freshwater D, Stickley T. The heart of the art: emotional intelligence in nurse education. Throndike RL. Recommendations for future research and research potential are discussed. Additionally, the dynamic nature of the pharmacy profession, which in recent years has undergone both educational and professional paradigm shifts, may be best served by students and practitioners who can manage emotions, adapt to change, and manipulate stressful environments and situations. Latif DA. The researchers intend to use the garnered information to prospectively monitor the development of communication and interpersonal skills among the cohort. Potential researchers in this area should have a critical understanding of the underpinnings of the emotional intelligence debate. Nevertheless, several instruments are available and researchers should recognize the limitations of both self-report and performance-based measures and the specific instrument from either category that is selected for use. With the introduction of several new colleges and schools of pharmacy as well as increasing class sizes, greater competition for the pool of qualified or best applicants can be expected. Hepler CD, Strand LM, Tromp D, Sakolchai S. Critically examining pharmaceutical care. endobj Some researchers feel that instruments designed to measure emotional intelligence may actually assess personality characteristics or emotional competence rather than emotional intelligence.20,22. Forty-eight percent of respondents were male and the mean age of the total sample was 21.3 years. No single test is considered to be a gold standard for assessment. Patients were recruited at the conclusion of an office visit to complete an 11-item patient satisfaction survey. The final goal of this project is to identify the characteristics in individuals that determine emotional intelligence and which ultimately result in students becoming more effective physicians. endstream endobj 69 0 obj <> endobj 70 0 obj <> endobj 71 0 obj <>stream Landy FJ. However, prior to advocating research in this area, several issues must be addressed, including establishing a clear definition of emotional intelligence and assessing the validity and reliability of existing measurement instruments. When correlating relationship satisfaction scores and Bar-On EQi scores, researchers found that only one EQi subscale (that of the physician's level of happiness) had a weak correlation with patients' higher satisfaction. Most health professions have a long-standing history of relying upon traditional markers of intelligence to both predict successful completion of a degree program and to determine individual mastery of topics. official website and that any information you provide is encrypted Spearman rank order correlation coefficients and t tests were used to examine the relationship between EQi composite and subscale scores and patient satisfaction. Four sets of coping strategies adopted at varying degrees of emotional intelligence were identified. As part of the Essentials of Clinical Medicine Course at the Medical College of Georgia, Wagner et al developed a module intended to increase medical students' understanding of emotional and interactional skills and to improve emotional intelligence.30 Students and faculty members who enrolled in the course completed the Bar-On E-Qi and subsequently participated in a lecture series on emotional intelligence. This review examines the foundations of the definitions of emotional intelligence as well as existing educational research involving emotional intelligence, both within the health professions and externally. Subsequently, each participant received their EQi scores. Careers, College of Pharmacy, University of Kentucky. Outcomes might be defined in one of several ways, including but not limited to patient satisfaction. Given the current external environment of the profession, which includes pressures to increase student enrollment, the advent of several new colleges and schools of pharmacy, and a professional recommitment to patient-centered practice, the prospect of using emotional intelligence measures as a predictor of success or capacity to provide care is attractive. Some researchers have examined correlates to the admissions process while others have attempted interventional trials aimed at improving emotional intelligence scores. Even if the importance of emotional intelligence among health professions applicants is validated and ideal assessment instruments are identified, outcome data will need to correlate emotional intelligence capacity and actual outcomes. This is especially evident in pharmacy. %PDF-1.5 % Mayer JD, Cobb CD. IZ*Eq-fD. Wagner PJ, Jester DM, Moseley GC. An exploration of the impact of emotional and general intelligence on individual performance. &r *o$Xb7n^hnM2 9*YnT- f8.MLWF)~ aGSu0|5I;,c}LXrg^7T=E? Students with high emotional intelligence were more likely to adopt reflection and appraisal, social and intrapersonal, and organization and time-management skills. Faculty members shared and reflected upon their scores and students were encouraged to do the same. Beginning level of knowledge was controlled for through the examination of GPAs for each subject. Thomas MC, Draugalis JR. Utility of pharmacy college admissions test (PCAT): implications for admissions committees. In an effort to identify valid measurements that could be applied within a health professions framework, some researchers have developed and piloted emotional intelligence assessment instruments. Additionally, emotional intelligence seemed related to educational programs that included a strong emphasis on social sciences and the humanities. Pre-pharmacy indicators of success in pharmacy school: grade point averages, pharmacy college admission test, communication abilities, and critical thinking skills. Some information can be garnered from educational research conducted by colleagues in medical and dental fields.
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