2. Study Purpose
The purpose of this study is to assess emotional
intelligence in physician assistant students
matriculating in an educational program as a
predictor of future success
3. Study Hypothesis
The hypothesis of this study is that a
combination of both an objective and
subjective measure will best evaluate the
applicants‟ emotional intelligence and provide
a better screening method when accepting
applicants.
4. Emotional Intelligence (EI)
Emotional intelligence (EI) is the ability to
monitor one‟s own and others‟ emotions, to
discriminate among them, and to use the
information to guide one‟s thinking and
action.1
5. History of EI23
Intelligence and emotion separate fields
Intelligence research: Testing for psychological testing for intelligence developed during
1900-1969 this time.
Darwin argued that emotions evolve across species
A search for social intelligence emerged as well
Precursors to emotional intelligence; field of cognitive and affect emerged
Nonverbal communication: scales were developed to measure non verbal
1970-1989 communication
Gardner’s theory of multiple intelligences
Emergence of Emotional Intelligence
Mayer and Salovey first define emotional intelligence
1990-1993 First ability measure of emotional intelligence was published
Emotional intelligence was argued to be a true intelligence
Popularization and Broadening
Goleman published the popular book Emotional Intelligence
1994-1997 The term “EQ” was used; became infused in the mainstream culture
Multiple personality scales were published, under the name emotional intelligence
Research on and institutionalization of Emotional Intelligence
1998- Introduction of new measures of emotional intelligence
Present First peer-reviewed research articles on the subject
6. Review of Literature
EI shown to be a predictor of success in medical
students and medical doctors9
Doctors who possessed a higher EI during school
experienced more success while in school and into
their profession, including a positive provider-
patient relationship
Higher overall EI and increased ability to handle
themselves in stressful environment
7. Review of Literature
Emotional Intelligence can be measured
objectively during an admissions process for
medical students. 7
No definitive conclusions were made between
EI and OSCE success8
EI was one of the “most essential
competencies for leaders to succeed in
academic institutions.” 13
8. 27,29
Types of EI
Ability Trait
Performance Based Self Report
Cognitive Ability
Personality Trait
Mod – Strong
Uncorrelated to IQ
Correlations to IQ
TEIQue
MSCEIT
Standardized
Atypical scoring
scoring process
process
Susceptible to
Resistant to faking
faking
9. Methods: Survey
The Emotional Intelligence Questionnaire
(TEIQue)31
Measures global EI, 4 factors,15 subfacets of
EI
153 questions, 25 minutes
Likert scale 1 – 7
Survey Population
Shenandoah University Physician Assistant
matriculating class of 2010
10. Methods: Statistics
Pearson Correlation Coefficient
Global Trait EI, 4 factors, 15 subfacets
GRE, GPA, healthcare experience, interview
score
One way ANOVA
Global EI VS Age
T-test
Global EI VS Gender
Class of 2010 EI scores VS Normative scores
11. Results
Homogeneous population of participants
PA EI Scores higher than Normative Scores
Moderate Correlations
Global Trait EI VS Interview Score
Global Trait EI VS Experience Score
12. Figure 1: Demographics of SUPA
population
Population Demographics
Total participants 39
Gender
Male 9
Female 30
Age
22 – 25 27
26 – 30 11
31 and above 1
Healthcare Experience (years)
0 -1 32
1- 2 6
2 or more 1
Cumulative GPA
3.00 – 3.50 22
3.51 – 4.00 17
13. Figure 2: PA Emotional Intelligence Population Mean VS
Norm Score
EI Subfacets PA Mean EI Score Norm EI Score
Adaptability 4.32 4.17
Assertiveness 4.72 4.62
Emotion Perception 5.10 4.57
Emotion Regulation 4.55 3.94
Emotion Expression 5.10 4.45
Emotion 4.84 4.67
Management
Impulsivity 4.95 3.94
Relationships 5.99 5.17
Self Esteem 5.31 4.49
Self Motivation 5.14 4.32
Social Awareness 5.00 4.66
Stress Management 4.68 4.17
Empathy 5.56 4.63
Happiness 6.11 5.23
Optimism 5.67 4.94
14. Figure 2: Continued
PA Mean EI Norm EI
EI Factor
Score Score
Emotionality 5.44 4.71
Self Control 4.73 4.01
Sociability 4.86 4.65
Well Being 5.70 4.89
Global Trait EI 5.13 4.53
15. Figure 3: Pearson Correlation Coefficient:
EI Score VS Experience and Interview Score
Experience
EI Subfacet Interview Score
Score
Emotion Regulation -0.361 -----
Emotion Perception 0.368 0.326
Emotion
0.367 -----
Management
Social Awareness 0.345 0.331
Experience
EI Factor Interview Score
Score
Emotionality 0.376 -----
Sociability 0.382 0.361
16. Discussion
SUPA EI scores > Normative scores
If higher EI, able to deal with stress and result
in less anxiety
Correlations found include EI abilities needed
for good interview skills
Unclear if EI abilities should be present at
matriculation OR can be learned and improved
17. Research Limitations
Number of participants
1.
Age variability
2.
EI survey instrument
3.
Population normative EI data
4.
18. Future Research
Longitudinal EI measures
Matriculating students Completion of
didactic year Completion of clinical year
Compare EI survey options
Ability vs Trait
EI scores of other PA programs
19. Conclusion
Components of EI already integrated into
SUPA admissions process
Unable to determine if objective measure
more efficient than subjective measure of EI
Possibility of profound impact on PA
admissions process and successful PA
career
20. Acknowledgements
Raymond Eifel, M.S., PA-C, Major Advisor
Anthony Miller, M.Ed., PA-C
SUPA Class of 2010
Dr K.V. Petrides, Dept of Psychology,
University College London
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