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Development of emotional intelligence in a team-based learning internal medicine clerkship.

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Title: Development of emotional intelligence in a team-based learning internal medicine clerkship.
Authors: Borges, Nicole J. (AUTHOR), Kirkham, Karen (AUTHOR), Deardorff, Adam S. (AUTHOR), Moore, Jeremy A. (AUTHOR)
Source: Medical Teacher. Oct2012, Vol. 34 Issue 10, p802-806. 5p.
Subjects: CLINICAL medicine, STATISTICAL correlation, LEARNING strategies, STUDY & teaching of medicine, SCALE analysis (Psychology), SCHOOL environment, STUDENT attitudes, T-test (Statistics), TEAMS in the workplace, EMOTIONAL intelligence
Geographic Terms: OHIO
Abstract: Background: Although increasing number of articles have been published on team-based learning (TBL), none has explored team emotional intelligence. Aim: We extend the literature by examining changes in team emotional intelligence during a third year clerkship where TBL is a primary instructional strategy. We hypothesized that team emotional intelligence will change in a positive direction (i.e., increase) during the clerkship. Method: With IRB approval, during the 2009-2010 academic year third-year students in their internal medicine clerkship ( N = 105, 100% response rate) completed the Workgroup Emotional Intelligence Profile - Short Version (WEIP-S) at the beginning and at the end of their 12-week clerkship. TBL is an instructional strategy utilized during the internal medicine clerkship. Results: Paired t-tests showed that team emotional intelligence increased significantly pre to post clerkship for three of the four areas: awareness of own emotions ( p = 0.018), recognizing emotions in others ( p = 0.031), and ability to manage other's emotions ( p = 0.013). There was no change for ability to control own emotions ( p = 0.570). Conclusion: In an internal medicine clerkship, where TBL is utilized as an instructional strategy, team emotional intelligence increases. This supports TBL as an adjunctive tool to traditional medical education pedagogy. [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.)
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  Data: Development of emotional intelligence in a team-based learning internal medicine clerkship.
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  Data: <searchLink fieldCode="AR" term="%22Borges%2C+Nicole+J%2E%22">Borges, Nicole J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kirkham%2C+Karen%22">Kirkham, Karen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Deardorff%2C+Adam+S%2E%22">Deardorff, Adam S.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Moore%2C+Jeremy+A%2E%22">Moore, Jeremy A.</searchLink> (AUTHOR)
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  Data: Background: Although increasing number of articles have been published on team-based learning (TBL), none has explored team emotional intelligence. Aim: We extend the literature by examining changes in team emotional intelligence during a third year clerkship where TBL is a primary instructional strategy. We hypothesized that team emotional intelligence will change in a positive direction (i.e., increase) during the clerkship. Method: With IRB approval, during the 2009-2010 academic year third-year students in their internal medicine clerkship ( N = 105, 100% response rate) completed the Workgroup Emotional Intelligence Profile - Short Version (WEIP-S) at the beginning and at the end of their 12-week clerkship. TBL is an instructional strategy utilized during the internal medicine clerkship. Results: Paired t-tests showed that team emotional intelligence increased significantly pre to post clerkship for three of the four areas: awareness of own emotions ( p = 0.018), recognizing emotions in others ( p = 0.031), and ability to manage other's emotions ( p = 0.013). There was no change for ability to control own emotions ( p = 0.570). Conclusion: In an internal medicine clerkship, where TBL is utilized as an instructional strategy, team emotional intelligence increases. This supports TBL as an adjunctive tool to traditional medical education pedagogy. [ABSTRACT FROM AUTHOR]
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  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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        Value: 10.3109/0142159X.2012.687121
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        Text: English
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      – SubjectFull: STATISTICAL correlation
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      – SubjectFull: LEARNING strategies
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      – SubjectFull: SCALE analysis (Psychology)
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      – SubjectFull: SCHOOL environment
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      – SubjectFull: T-test (Statistics)
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      – SubjectFull: TEAMS in the workplace
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      – SubjectFull: OHIO
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              Text: Oct2012
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