Assessment of emotional intelligence in pediatric and med-peds residents

Abstract

Ramzan Shahid, Jerold Stirling, William Adams

Objective: The purpose of this study was to determine the baseline emotional intelligence (EI) scores of pediatric and Med-Peds residents and to identify the components of EI that were high or low. Methods: The residents from pediatric and Med-Peds residency programs at a university-based training program volunteered to complete an online self-report EI survey (EQ-i 2.0) in May 2015. A summary EI score report was generated for each resident by a consulting firm. De-identified score reports were compared between programs and by year of training. Results: All pediatric and Med-Peds residents completed the survey (N=47). The median score for the group as a whole for overall EI was higher than the national average and considered to be in the high range (110). The highest median subcomponent scores were in impulse control (114) and empathy (113), and the lowest subcomponent scores were in Independence (101) and assertiveness (102). No difference was seen between pediatric and Med-Peds residents in their total EI scores or the various components. The residents in their early years of training (post graduate year [PGY] 1-2) compared to later years of training (PGY 3-4) showed significant differences in the component of assertiveness (100 vs. 109, and P = 0.002) and Empathy (115.5 vs. 110, and P = 0.03).Conclusions: As a group, pediatric and Med-Peds residents scored lowest in areas of independence and assertiveness. While assertiveness scores improved with added years of training, empathy scores decreased. To improve the overall level of EI of pediatric and Med-Peds residents, educational interventions should focus on the areas of independence, assertiveness, and empathy