This study assessed emotional intelligence (EI) in physician assistant students to determine if EI could predict future success. Students completed the Trait Emotional Intelligence Questionnaire and scored higher on EI than norms. Moderate correlations were found between EI and interview scores and healthcare experience. While higher EI may help with stress, the study was unable to determine if objective EI measures are better than subjective measures for admissions. More research is needed to understand EI's role in physician assistant education and career success.

1. EMOTIONAL INTELLIGENCE IN
PHYSICIAN ASSISTANT STUDENTS:
A DESCRIPTIVE STUDY
Holly Dudash, PA-S
Mary Guay, PA-S
December 10, 2008

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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24. Questions??