Farah-Franco Sandra, Singer-Chang Gail, Deoghare Harshavardhan
Dr. Farah-Franco is Assistant Dean for Dental Sciences Education and Assistant Professor, College of Dental Medicine, Western University of Health Sciences, Pomona, CA; Dr. Singer-Chang is Senior Executive Director, Office of Multi-Disciplinary Collaboration, Chair and Assistant Professor, Department of Social Medicine and Healthcare Leadership, and Chair, FACE: Faculty for Autism Collaboration and Education, College of Osteopathic Medicine of the Pacific, Western University of Health Sciences, Pomona, CA; and Dr. Deoghare is Associate Professor, Department of Physical Therapy Education, College of Allied Health Professions, Western University of Health Sciences, Pomona, CA.
J Dent Educ. 2017 Nov;81(11):1338-1344. doi: 10.21815/JDE.017.092.
In dental education, professionalism has been viewed as a requirement in order to achieve and maintain competence in the practice of dentistry. The Professionalism Mini-Evaluation Exercise (P-MEX), a 21-item instrument validated in medicine, is often used to measure the following observable professionalism behaviors: doctor-patient relationship, reflective skills, time management skills, and interprofessional relationship skills. Emotional intelligence (EI) is defined as the ability to accurately perceive emotions in oneself and in others in order to improve performance and personal growth. The primary aim of this study was to elucidate for dental education the relationship of professionalism as measured by the P-MEX to EI as measured by the Emotional Quotient Inventory (EQ-i) 2.0, and the secondary aim was to explore relationships between EQ-i 2.0 subscales and the P-MEX. A correlational cohort study was conducted in 2015-16 in which the EQ-i 2.0 was administered to dental students at one U.S. dental school at the end of their second year as they began their clinical education experience. Out of a total class of 66 students, 49 (74%) were chosen to participate through randomized selection in order to have about 12 students per team clinic group. The P-MEX evaluations were collected eight months later in three settings: the comprehensive care clinic, community outreach clinics, and clinical care seminars. The students' EQ-i 2.0 mean scores and P-MEX mean scores resulted in a non-significant correlation. However, the EQ-i 2.0 subscales self-actualization and happiness were significantly correlated with the P-MEX mean scores. These results suggest that there was a relationship between these students' EI and professionalism, which supports the use of both for the evaluation and development of professionalism through a multiple triangulated effort.
在牙科教育中，专业素养被视为在牙科实践中获得并保持专业能力的一项要求。专业素养微型评估练习（P-MEX）是一种在医学领域得到验证的包含21个条目的工具，常被用于测量以下可观察到的专业素养行为：医患关系、反思技能、时间管理技能和跨专业关系技能。情商（EI）被定义为准确感知自身和他人情绪以提高表现和实现个人成长的能力。本研究的主要目的是为牙科教育阐明用P-MEX测量的专业素养与用情商量表（EQ-i）2.0测量的情商之间的关系，次要目的是探索EQ-i 2.0各子量表与P-MEX之间的关系。2015 - 2016年进行了一项相关性队列研究，在美国一所牙科学院，当牙科学生在第二年结束开始临床教育体验时，对他们进行EQ-i 2.0测试。在总共66名学生的班级中，通过随机选择选出49名（74%）学生参与，以便每个团队诊所组大约有12名学生。八个月后，在三种环境中收集P-MEX评估结果：综合护理诊所、社区外展诊所和临床护理研讨会。学生的EQ-i 2.0平均得分与P-MEX平均得分之间没有显著相关性。然而，EQ-i 2.0子量表自我实现和幸福感与P-MEX平均得分显著相关。这些结果表明，这些学生的情商与专业素养之间存在关系，这支持通过多重三角测量法将两者用于专业素养的评估和发展。
