EMOTIONAL INTELLIGENCE IN

PHYSICIAN ASSISTANT STUDENTS:

A DESCRIPTIVE STUDY

Holly Dudash, PA-S

Mary Guay, PA-S

December 10, 2008

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

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.

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

History of EI23

1900-1969

Intelligence and emotion separate fields

Intelligence research: Testing for psychological testing for intelligence developed during

this time.

Darwin argued that emotions evolve across species

A search for social intelligence emerged as well

1970-1989

Precursors to emotional intelligence; field of cognitive and affect emerged

Nonverbal communication: scales were developed to measure non verbal

communication

Gardner’s theory of multiple intelligences

1990-1993

Emergence of Emotional Intelligence

Mayer and Salovey first define emotional intelligence

First ability measure of emotional intelligence was published

Emotional intelligence was argued to be a true intelligence

1994-1997

Popularization and Broadening

Goleman published the popular book Emotional Intelligence

The term “EQ” was used; became infused in the mainstream culture

Multiple personality scales were published, under the name emotional intelligence

1998-

Present

Research on and institutionalization of Emotional Intelligence

Introduction of new measures of emotional intelligence

First peer-reviewed research articles on the subject

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

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

Types of EI27,29

Performance Based

Cognitive Ability

Mod – Strong Correlations to IQ

MSCEIT

Atypical scoring process

Resistant to faking

Self Report

Personality Trait

Uncorrelated to IQ

TEIQue

Standardized

scoring process

Susceptible to

faking

Ability Trait

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

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

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

Figure 1: Demographics of SUPA

population

Population Demographics

Total participants 39

Gender

Male

Female

9

30

Age

22 – 25

26 – 30

31 and above

27

11

1

Healthcare Experience (years)

0 -1

1- 2

2 or more

32

6

1

Cumulative GPA

3.00 – 3.50

3.51 – 4.00

22

17

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

Management

4.84 4.67

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

Figure 2: PA Emotional Intelligence Population Mean VS

Norm Score

EI FactorPA Mean EI

Score

Norm EI

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

Figure 2: Continued

EI SubfacetExperience

ScoreInterview Score

Emotion Regulation -0.361 -----

Emotion Perception 0.368 0.326

Emotion

Management0.367 -----

Social Awareness 0.345 0.331

EI FactorExperience

ScoreInterview Score

Emotionality 0.376 -----

Sociability 0.382 0.361

Figure 3: Pearson Correlation Coefficient:

EI Score VS Experience and Interview Score

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

Research Limitations

1. Number of participants

2. Age variability

3. EI survey instrument

4. Population normative EI data

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

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

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

References

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