School of Dental Medicine, Case Western Reserve University, 10900 Euclid Avenue, Cleveland, OH 44106-4905, USA.
J Dent Educ. 2013 Apr;77(4):416-26.
Emotional intelligence has emerged as a key factor in differentiating average from outstanding performers in managerial and leadership positions across multiple business settings, but relatively few studies have examined the role of emotional intelligence in the health care professions. The purpose of this study was to examine the relationship between emotional intelligence (EI) and dental student clinical performance. All third- and fourth-year students at a single U.S. dental school were invited to participate. Participation rate was 74 percent (100/136). Dental students' EI was assessed using the Emotional Competence Inventory-University version (ECI-U), a seventy-two-item, 360-degree questionnaire completed by both self and other raters. The ECI-U measured twenty-two EI competencies grouped into four clusters (Self-Awareness, Self-Management, Social Awareness, and Relationship Management). Clinical performance was assessed using the mean grade assigned by clinical preceptors. This grade represents an overall assessment of a student's clinical performance including diagnostic and treatment planning skills, time utilization, preparation and organization, fundamental knowledge, technical skills, self-evaluation, professionalism, and patient management. Additional variables were didactic grade point average (GPA) in Years 1 and 2, preclinical GPA in Years 1 and 2, Dental Admission Test academic average and Perceptual Ability Test scores, year of study, age, and gender. Multiple linear regression analyses were conducted. The Self-Management cluster of competencies (b=0.448, p<0.05) and preclinical GPA (b=0.317, p<0.01) were significantly correlated with mean clinical grade. The Self-Management competencies were emotional self-control, achievement orientation, initiative, trustworthiness, conscientiousness, adaptability, and optimism. In this sample, dental students' EI competencies related to Self-Management were significant predictors of mean clinical grade assigned by preceptors. Emotional intelligence may be an important predictor of clinical performance, which has important implications for students' development during dental school.
情绪智力已成为区分管理和领导职位中普通和优秀绩效者的关键因素，这种情况在多种商业环境中都存在，但相对较少的研究探讨了情绪智力在医疗保健专业中的作用。本研究旨在考察情绪智力（EI）与牙科学员临床表现之间的关系。美国一所牙科学校的所有三、四年级学生都被邀请参加。参与率为 74%（100/136）。牙科学员的 EI 通过情绪能力量表-大学版（ECI-U）进行评估，这是一个由自我和其他评估者共同完成的 72 项 360 度问卷。ECI-U 测量了 22 项 EI 能力，分为四个集群（自我意识、自我管理、社会意识和关系管理）。临床表现通过临床导师分配的平均成绩进行评估。该成绩代表了学生临床表现的整体评估，包括诊断和治疗计划技能、时间利用、准备和组织、基础知识、技术技能、自我评价、专业精神和患者管理。其他变量包括第 1 年和第 2 年的理论课平均绩点（GPA）、第 1 年和第 2 年的临床前 GPA、牙科入学考试学术平均成绩和感知能力测试成绩、学习年限、年龄和性别。进行了多元线性回归分析。自我管理能力集群（b=0.448，p<0.05）和临床前 GPA（b=0.317，p<0.01）与平均临床成绩显著相关。自我管理能力包括情绪自控、成就导向、主动性、诚信、尽责、适应力和乐观。在这个样本中，牙科学员的自我管理能力与 EI 相关，是导师分配的平均临床成绩的重要预测指标。情绪智力可能是临床表现的重要预测指标，这对学生在牙科学院期间的发展具有重要意义。
