Stanford University School of Medicine, Stanford, California 94305, USA.
J Surg Educ. 2013 Jul-Aug;70(4):514-21. doi: 10.1016/j.jsurg.2013.03.010. Epub 2013 Apr 30.
There is an increasing demand for physicians to possess strong personal and social qualities embodied in the concept of emotional intelligence (EI). However, the residency selection process emphasizes mainly academic accomplishments. In this system, the faculty interview is the primary means of evaluating the nontangible, nonacademic attributes of a candidate.
To determine whether the impressions derived from faculty interviews correlate with an applicant's actual EI as measured by a validated objective instrument.
Participating applicants interviewing for a surgical residency position at Stanford completed an EI inventory Trait Emotional Intelligence Questionnaire (TEIQue). Faculty estimated the EI of the applicants they interviewed using a corresponding 360° evaluation form. Multivariate linear regression was performed to identify demographic and academic factors predictive of EI. Applicant TEIQue scores and faculty 360° impressions were correlated using Pearson coefficients.
Mean EI of the cohort was higher than that of the average population (5.43 vs 4.89, p<0.001). Age was the only demographic variable that significantly informed EI (B = 0.07, p = 0.005). Among the academic factors considered, United States Medical Licensing Examination Step 1 score was a slight negative predictor of EI (B =-0.007, p = 0.04). Applicant global EI scores did not correlate with faculty impressions of overall EI (r = 0.27, p = 0.06). Of the 4 domains that comprise global EI, sociability and emotionality demonstrated a moderate correlation between applicant and faculty scores (r = 0.31, p = 0.03 and r = 0.27, p = 0.05, respectively). None of the fifteen individual facets of EI demonstrated any correlation between applicant and faculty ratings (r =-0.12 to 0.26, p = 0.06-0.91). No association was found between applicant TEIQue and traditional faculty interview evaluations (r = 0.18, p = 0.19).
Applicant EI correlated poorly with academic parameters and was not accurately assessed by faculty interviews. Methods that better capture this dimension should be incorporated into the residency selection process.
越来越多的医生需要具备情感智力（EI）概念所体现的个人和社交素质。然而，住院医师选拔过程主要强调学术成就。在这个系统中，教师面试是评估候选人非物质的、非学术属性的主要手段。
确定从教师访谈中得出的印象是否与申请人通过经过验证的客观工具实际测量的 EI 相关。
参加斯坦福外科住院医师职位面试的申请人完成了情感智力清单特质情绪智力问卷（TEIQue）。教师使用相应的 360°评估表来估计他们面试的申请人的 EI。进行多元线性回归以确定预测 EI 的人口统计学和学术因素。使用 Pearson 系数将申请人的 TEIQue 分数和教师的 360°印象相关联。
队列的平均 EI 高于一般人群（5.43 对 4.89，p<0.001）。年龄是唯一显著影响 EI 的人口统计学变量（B=0.07，p=0.005）。在所考虑的学术因素中，美国医师执照考试第 1 步成绩是 EI 的轻微负预测因素（B=-0.007，p=0.04）。申请人的全球 EI 得分与教师对整体 EI 的印象不相关（r=0.27，p=0.06）。在构成全球 EI 的 4 个领域中，社交能力和情感性在申请人和教师的分数之间表现出中度相关性（r=0.31，p=0.03 和 r=0.27，p=0.05）。EI 的十五个个别方面都没有显示出申请人和教师评分之间的任何相关性（r=-0.12 到 0.26，p=0.06-0.91）。申请人的 TEIQue 与传统教师面试评估之间没有发现关联（r=0.18，p=0.19）。
申请人的 EI 与学术参数相关性较差，教师面试无法准确评估。应该将更好地捕捉这一维度的方法纳入住院医师选拔过程中。
