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Emotional intelligence in medical education: a critical review

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Emotional intelligence in medical education : a critical review. / Cherry, Gemma ; Fletcher, Ian; O'Sullivan, Helen; Dornan, Tim.

In: Medical Education, Vol. 48, No. 5, 05.2014, p. 468-478.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Cherry, G, Fletcher, I, O'Sullivan, H & Dornan, T 2014, 'Emotional intelligence in medical education: a critical review', Medical Education, vol. 48, no. 5, pp. 468-478. https://doi.org/10.1111/medu.12406

APA

Cherry, G., Fletcher, I., O'Sullivan, H., & Dornan, T. (2014). Emotional intelligence in medical education: a critical review. Medical Education, 48(5), 468-478. https://doi.org/10.1111/medu.12406

Vancouver

Cherry G, Fletcher I, O'Sullivan H, Dornan T. Emotional intelligence in medical education: a critical review. Medical Education. 2014 May;48(5):468-478. https://doi.org/10.1111/medu.12406

Author

Cherry, Gemma ; Fletcher, Ian ; O'Sullivan, Helen ; Dornan, Tim. / Emotional intelligence in medical education : a critical review. In: Medical Education. 2014 ; Vol. 48, No. 5. pp. 468-478.

Bibtex

@article{8828da91d812475d900df289ac3a953b,
title = "Emotional intelligence in medical education: a critical review",
abstract = "ContextEmotional intelligence (EI) is a term used to describe people's awareness of, and ability to respond to, emotions in themselves and other people. There is increasing research evidence that doctors{\textquoteright} EI influences their ability to deliver safe and compassionate health care, a particularly pertinent issue in the current health care climate.ObjectivesThis review set out to examine the value of EI as a theoretical platform on which to base selection for medicine, communication skills education and professionalism.MethodsWe conducted a critical review with the aim of answering questions that clinical educators wishing to increase the focus on emotions in their curriculum might ask.ResultsAlthough EI seems, intuitively, to be a construct that is relevant to educating safe and compassionate doctors, important questions about it remain to be answered. Research to date has not established whether EI is a trait, a learned ability or a combination of the two. Furthermore, there are methodological difficulties associated with measuring EI in a medical arena. If, as has been suggested, EI were to be used to select for medical school, there would be a real risk of including and excluding the wrong people.ConclusionsEmotional intelligence-based education may be able to contribute to the teaching of professionalism and communication skills in medicine, but further research is needed before its wholesale adoption in any curriculum can be recommended.",
author = "Gemma Cherry and Ian Fletcher and Helen O'Sullivan and Tim Dornan",
year = "2014",
month = may,
doi = "10.1111/medu.12406",
language = "English",
volume = "48",
pages = "468--478",
journal = "Medical Education",
issn = "0308-0110",
publisher = "Wiley-Blackwell",
number = "5",

}

RIS

TY - JOUR

T1 - Emotional intelligence in medical education

T2 - a critical review

AU - Cherry, Gemma

AU - Fletcher, Ian

AU - O'Sullivan, Helen

AU - Dornan, Tim

PY - 2014/5

Y1 - 2014/5

N2 - ContextEmotional intelligence (EI) is a term used to describe people's awareness of, and ability to respond to, emotions in themselves and other people. There is increasing research evidence that doctors’ EI influences their ability to deliver safe and compassionate health care, a particularly pertinent issue in the current health care climate.ObjectivesThis review set out to examine the value of EI as a theoretical platform on which to base selection for medicine, communication skills education and professionalism.MethodsWe conducted a critical review with the aim of answering questions that clinical educators wishing to increase the focus on emotions in their curriculum might ask.ResultsAlthough EI seems, intuitively, to be a construct that is relevant to educating safe and compassionate doctors, important questions about it remain to be answered. Research to date has not established whether EI is a trait, a learned ability or a combination of the two. Furthermore, there are methodological difficulties associated with measuring EI in a medical arena. If, as has been suggested, EI were to be used to select for medical school, there would be a real risk of including and excluding the wrong people.ConclusionsEmotional intelligence-based education may be able to contribute to the teaching of professionalism and communication skills in medicine, but further research is needed before its wholesale adoption in any curriculum can be recommended.

AB - ContextEmotional intelligence (EI) is a term used to describe people's awareness of, and ability to respond to, emotions in themselves and other people. There is increasing research evidence that doctors’ EI influences their ability to deliver safe and compassionate health care, a particularly pertinent issue in the current health care climate.ObjectivesThis review set out to examine the value of EI as a theoretical platform on which to base selection for medicine, communication skills education and professionalism.MethodsWe conducted a critical review with the aim of answering questions that clinical educators wishing to increase the focus on emotions in their curriculum might ask.ResultsAlthough EI seems, intuitively, to be a construct that is relevant to educating safe and compassionate doctors, important questions about it remain to be answered. Research to date has not established whether EI is a trait, a learned ability or a combination of the two. Furthermore, there are methodological difficulties associated with measuring EI in a medical arena. If, as has been suggested, EI were to be used to select for medical school, there would be a real risk of including and excluding the wrong people.ConclusionsEmotional intelligence-based education may be able to contribute to the teaching of professionalism and communication skills in medicine, but further research is needed before its wholesale adoption in any curriculum can be recommended.

U2 - 10.1111/medu.12406

DO - 10.1111/medu.12406

M3 - Journal article

VL - 48

SP - 468

EP - 478

JO - Medical Education

JF - Medical Education

SN - 0308-0110

IS - 5

ER -