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Emotional intelligence assessment in a graduate entry medical school curriculum

机译：研究生入学医学院课程中的情商评估

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Background The management of emotions in the workplace is a skill related to the ability to demonstrate empathic behaviour towards patients; to manage emotional reactions in oneself and to lead others as part of a team. This ability has been defined as emotional intelligence (EI) and doctor’s EI may be related to communication skills and to patient satisfaction levels. This study reports on the use of two assessments of EI as part of a course on Personal and Professional Development (PPD) in a graduate medical school curriculum. Methods Fifty one graduate entry medical students completed an eight session course on PPD between December 2005 and January 2006. Students completed two measures of EI: self-report (EQ-i) and ability (MSCEIT V2.0) over a two year study period. The data gathered were used to explore the relationship between self-report and ability EI and between EI and student demographics, academic performance and change over time. Results Analysis of the EI data demonstrated that self-report EI did not change over time and was not related to ability EI. Females scored higher than males on a number of self-report and ability EI scores. Self-reported self-awareness was found to deteriorate in males and females over time. High self-reported EI was found to be associated with poor performance on clinical competency assessments but with good performance on a number of bio-medical knowledge based assessments. Conclusions This report concludes that assessments of EI can be incorporated into a medical school curriculum as part of a PPD programme and that the concept of EI may be associated with performance in medical school.
机译：背景工作场所的情绪管理是一种与表现出对患者的移情行为有关的技能。自己管理情绪反应并带领其他人成为团队的一部分。此功能被定义为情商（EI），而医生的EI可能与沟通技巧和患者满意度有关。这项研究报告了在研究生医学院课程中关于个人评估和个人发展（PPD）课程的一部分的两个EI评估的使用。方法2005年12月至2006年1月之间，有51名研究生入学医学专业完成了关于PPD的八期课程。学生在两年的学习期内完成了两项EI的测量：自我报告（EQ-i）和能力（MSCEIT V2.0） 。收集的数据用于探索自我报告与能力EI之间以及EI与学生人口统计学，学业成绩和随时间变化之间的关系。结果对EI数据的分析表明，自我报告的EI不会随时间变化，并且与能力EI无关。在自我报告和能力EI得分方面，女性得分均高于男性。随着时间的推移，发现男性和女性自我报告的自我意识下降。自我报告的高EI与临床能力评估中的不良表现有关，但与许多基于生物医学知识的评估中的良好表现有关。结论本报告的结论是，EI的评估可以作为PPD计划的一部分纳入医学院的课程，并且EI的概念可能与医学院的表现有关。

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