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. |
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| 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] |
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| Database: | Teacher Reference Center |
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| 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] |
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| ISSN: | 0142159X |
| DOI: | 10.3109/0142159X.2012.687121 |
