An Assessment of Emotional Intelligence in Emergency Medicine Resident Physicians Dimitrios Papanagnou, MD, MPH, EdD Candidate; Kathryn M. Linder, ScB; Konstantina Papathomas, MD Thomas Jefferson University, Philadelphia, PA BACKGROUNDThe EQ-I 2.0 METHODS Current post-graduate residents (PGY-1s, -2s, and -3s) of Thomas Jefferson University Hospital’s Emergency Medicine Resident Program completed the Emotional Quotient Inventory (EQ-I 2.0, Multi-Health Systems, MHS). A weblink was ed to residents: anonymous 133-item questionnaire. Residents were given 2 weeks to complete the inventory. Upon completion, EI scores were calculated electronically by MHS. Scores included 5 composite scores: 1) self-perception; 2) self-expression; 3) interpersonal; 4) decision making; and 5) stress management. Scores also included 15 sub-category scores on EI competencies. Differences in EI scores were examined across gender, age, and year of training. Scores are reported as means with 95% confidence intervals (CI). The organizational psychology literature is replete with studies that highlight the role emotional intelligence (EI) plays: academic and professional leadership; job performance; stress management; and protection against burnout. To date, no prior studies address EI in emergency medicine (EM) residency training. The authors sought to: 1) define the EI profile for EM residents; and 2) identify strengths and weaknesses in core EI competencies to better inform curricular interventions and wellness during residency training.

RESULTS REFERENCESCONCLUSION An Assessment of Emotional Intelligence in Emergency Medicine Resident Physicians Dimitrios Papanagnou, MD, MPH, EdD Candidate; Kathryn M. Linder, ScB; Konstantina Papathomas, MD Thomas Jefferson University, Philadelphia, PA 36 residents completed the EQ-I 2.0 (100% response rate). Results were normed to the US general population (mean 100, SD 15). Total mean EI for the residency: 104 (95% CI, ). Total mean EI: Females (107) > Males (101). No differences noted across age. Highest composite scores: 1) interpersonal skills (107); 2) stress management (105). Cohort strengths: self-actualization (107), empathy (107), interpersonal relationships (106), impulse control (106), and stress tolerance (106). Cohort weaknesses: assertiveness (98). PGY-2 scores lowest (95) vs. PGY-1 (104) and PGY-3 (110) scores. Lowest PGY-2 scores: self-regard (89), assertiveness (88), independence (90), problem solving (94), flexibility (97), and optimism (96). PGY-1 strengths: empathy (101), self-actualization (110), social responsibility (107), optimism (106), interpersonal relationships (105), impulse control (104). Lowest PGY-1 scores : assertiveness (99). PGY-3 scores highest nearly in all sub-categories, with highest scores in stress tolerance (113), self-actualization (111), and empathy (109). Results highlight EI domains representing residents’ strengths and domains that may benefit from educational, training, and wellness interventions during post-graduate training. Johnson JM, Stern TA: Teaching residents about emotional intelligence and its impact on leadership. Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry 2014, 38(4): McKinley SK, Petrusa ER, Fiedeldey-Van Dijk C, Mullen JT, Smink DS, Scott-Vernaglia SE, Kent TS, Black-Schaffer WS, Phitayakorn R: A multi-institutional study of the emotional intelligence of resident physicians. American journal of surgery 2015, 209(1): The Science Behind EQ-i 2.0 [ Bar-On R: The Bar-On model of emotional-social intelligence (ESI). Psicothema 2006, 18 Suppl:13-25.