Emotional intelligence competencies provide a developmental curriculum for medical training.
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| Title: | Emotional intelligence competencies provide a developmental curriculum for medical training. |
|---|---|
| Authors: | Stoller, James K.1,2 (AUTHOR) stollej@ccf.org, Taylor, Christine A.1,3 (AUTHOR), Farver, Carol F.1,4 (AUTHOR) |
| Source: | Medical Teacher. Mar2013, Vol. 35 Issue 3, p243-247. 5p. |
| Subject Terms: | *Curriculum, *Interprofessional relations, *Emotional intelligence, *Theory, Study & teaching of medicine, Psychology, Teams in the workplace |
| Abstract: | Since healthcare faces challenges of access, quality, and cost, effective leadership for healthcare is needed. This need is especially acute among physicians, whose demanding training focuses on scientific and clinical skills, eclipsing attention to leadership development. Among the competencies needed by leaders, emotional intelligence (EI) - defined as the ability to understand and manage oneself and to understand others and manage relationships - has been shown to differentiate between great and average leaders. In this context, teaching EI as part of the medical training curriculum is recommended. Furthermore, because physicians' developmental needs evolve over the course of prolonged training, specific components of EI (e.g., teambuilding, empathy, and negotiation) should be taught at various phases of medical training. Consistent with the concept of a spiral curriculum, such EI competencies should be revisited iteratively throughout training, with differing emphasis and increasing sophistication to meet evolving needs. For example, teamwork training is needed early in undergraduate medical curricula to prompt collaborative learning. Teamwork training is also needed during residency, when physicians participate with differing roles on patient care teams. Training in EI should also extend beyond graduate medical training to confer the skills needed by clinicians and by faculty in academic medical centers. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 85938316 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Emotional intelligence competencies provide a developmental curriculum for medical training. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Stoller%2C+James+K%2E%22">Stoller, James K.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> stollej@ccf.org</i><br /><searchLink fieldCode="AR" term="%22Taylor%2C+Christine+A%2E%22">Taylor, Christine A.</searchLink><relatesTo>1,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Farver%2C+Carol+F%2E%22">Farver, Carol F.</searchLink><relatesTo>1,4</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Mar2013, Vol. 35 Issue 3, p243-247. 5p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotional+intelligence%22">Emotional intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory%22">Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Study+%26+teaching+of+medicine%22">Study & teaching of medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Teams+in+the+workplace%22">Teams in the workplace</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Since healthcare faces challenges of access, quality, and cost, effective leadership for healthcare is needed. This need is especially acute among physicians, whose demanding training focuses on scientific and clinical skills, eclipsing attention to leadership development. Among the competencies needed by leaders, emotional intelligence (EI) - defined as the ability to understand and manage oneself and to understand others and manage relationships - has been shown to differentiate between great and average leaders. In this context, teaching EI as part of the medical training curriculum is recommended. Furthermore, because physicians' developmental needs evolve over the course of prolonged training, specific components of EI (e.g., teambuilding, empathy, and negotiation) should be taught at various phases of medical training. Consistent with the concept of a spiral curriculum, such EI competencies should be revisited iteratively throughout training, with differing emphasis and increasing sophistication to meet evolving needs. For example, teamwork training is needed early in undergraduate medical curricula to prompt collaborative learning. Teamwork training is also needed during residency, when physicians participate with differing roles on patient care teams. Training in EI should also extend beyond graduate medical training to confer the skills needed by clinicians and by faculty in academic medical centers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3109/0142159X.2012.737964 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 243 Subjects: – SubjectFull: Curriculum Type: general – SubjectFull: Interprofessional relations Type: general – SubjectFull: Emotional intelligence Type: general – SubjectFull: Theory Type: general – SubjectFull: Study & teaching of medicine Type: general – SubjectFull: Psychology Type: general – SubjectFull: Teams in the workplace Type: general Titles: – TitleFull: Emotional intelligence competencies provide a developmental curriculum for medical training. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Stoller, James K. – PersonEntity: Name: NameFull: Taylor, Christine A. – PersonEntity: Name: NameFull: Farver, Carol F. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2013 Type: published Y: 2013 Identifiers: – Type: issn-print Value: 0142159X Numbering: – Type: volume Value: 35 – Type: issue Value: 3 Titles: – TitleFull: Medical Teacher Type: main |
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