Timmins Richard P
Center for Animals in Society at the School of Veterinary Medicine, University of California, Davis, 95616, USA.
J Vet Med Educ. 2006 Spring;33(1):71-5. doi: 10.3138/jvme.33.1.71.
The term ''emotional intelligence'' (EI) has become very popular in the business world and has recently infiltrated veterinary medical education. The term purports to encompass those qualities and skills that are not measured by IQ tests but do play an important role in achieving success in life. Veterinary medical educators often incorporate these in a category called ''non-technical competencies'' (which includes, for example, communication skills) and acknowledge that veterinarians need more training in this area in order to be successful. Although EI looks promising as a means for teaching these non-technical competencies to students and practitioners, there are some challenges to its application. To begin with, there are three competing models of EI that differ in definition and measuring instruments. Although some research has suggested that high EI is associated with success in school and in business, there are no studies directly correlating high EI with greater success in the veterinary profession. Nor have any studies confirmed that increasing a student's EI will improve eventual outcomes for that student. It is important that educators approach the implementation of new techniques and concepts for teaching non-technical competencies the same way they would approach teaching a new surgical technique or drug therapy. EI is an intriguing and promising construct and deserves dedicated research to assess its relevance to veterinary medical education. There are opportunities to investigate EI using case control studies that will either confirm or discredit the benefits of incorporating EI into the veterinary curriculum. Implementing EI training without assessment risks wasting limited resources and alienating students.
“情商”（EI）一词在商业界已非常流行，最近也渗透到了兽医医学教育领域。该术语旨在涵盖那些无法通过智商测试衡量，但在人生成功中却起着重要作用的品质和技能。兽医医学教育工作者通常将这些内容纳入一个名为“非技术能力”的类别（例如包括沟通技巧），并承认兽医需要在这一领域接受更多培训才能取得成功。尽管情商作为向学生和从业者传授这些非技术能力的一种手段看起来很有前景，但在其应用方面存在一些挑战。首先，有三种相互竞争的情商模型，它们在定义和测量工具上存在差异。尽管一些研究表明高情商与在学校和商业领域的成功相关，但没有研究直接将高情商与在兽医行业取得更大成功联系起来。也没有任何研究证实提高学生的情商会改善该学生的最终成果。教育工作者在采用新技术和概念来教授非技术能力时，应以对待教授新手术技术或药物治疗的方式来进行，这一点很重要。情商是一个有趣且有前景的概念，值得进行专门研究以评估其与兽医医学教育的相关性。有机会通过病例对照研究来调查情商，这些研究将证实或否定将情商纳入兽医课程的益处。在没有评估的情况下实施情商培训有浪费有限资源并使学生疏远的风险。
