Emotional intelligence of dental students and patient satisfaction

Endodontic Department, Dental Sciences School, Azad University, Tehran, Iran.
European Journal Of Dental Education (Impact Factor: 1.45). 08/2010; 14(3):129-32. DOI: 10.1111/j.1600-0579.2009.00596.x
Source: PubMed

ABSTRACT The objective of this study was to determine the degree of correlation between emotional intelligence of dental students, patient satisfaction and related factors. A total of 123 senior students and their patients participated in the study. Students completed the 133 item Bar-On Standardised Emotional Quotient Inventory (EQI) and patients completed a seven item satisfaction questionnaire. The mean score for EI of female students was 442 and 462 for male students, for an overall average score of 452 for all dental students. Male students significantly scored higher in stress control (P = 0.0), general mood (P = 0.011) and intrapersonal scales (P = 0.024). There was a statistically significant relationship between student gender and average EI score (P = 0.007). Married students scored higher in adaptability (P = 0.019) and general mood scales (P = 0.039). Significant relationships existed between students' gender (P = 0.009), level of patient education (P = 0.0) and patient satisfaction levels. Not recording a significant relationship for the interpersonal scale (r = 0.134), there was a significant relationship amongst intrapersonal, stress control, adaptability, and general mood dimensions of the students and patient satisfaction reports. There was a statistically significant relationship between general emotional intelligence score of the students and patient satisfaction. Patients of the students with high general emotional intelligence scores were significantly more satisfied with treatment than patients of students with low EI.

  • [Show abstract] [Hide abstract]
    ABSTRACT: BACKGROUND: 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. OBJECTIVE: To determine whether the impressions derived from faculty interviews correlate with an applicant's actual EI as measured by a validated objective instrument. STUDY DESIGN: 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. RESULTS: 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). CONCLUSIONS: 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.
    Journal of Surgical Education 09/2012; 70(4):514-521. DOI:10.1016/j.jsurg.2013.03.010 · 1.39 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: BackgroundStressful life events and daily life stresses have both deleterious and cumulative effects on human body. In several studies, stress has been shown to affect various parameter of higher mental function like attention, concentration, learning and memory.PurposePresent study was designed to explore the relationship among GI level, EI level, psychological stress levels and acute stress reactivity in young normal healthy subjects.MethodThe study was conducted on thirty four healthy male student volunteers to study a) acute stress reactivity in subjects with varying levels of General Intelligence (GI) and Emotional Intelligence (EI) and b) correlation between GI, EI, acute stress and perceived stress. Baseline GI and EI and acute stress and perceived stress scores were measured by standard assessment scales. Using median value of GI and EI scores as cutoff values, subjects were categorized into four groups. Among different GI-EI groups, acute stress reactivity was similar but salivary Cortisol (especially post stressor level) and perceived stress level was a differentiating factor.ResultsHigh level of EI was associated inversely with acute and chronic perceived stress level. Significant correlation was found between acute and chronic perceived stress levels. Level of general intelligence showed no relation to acute or chronic stress levels as well as acute stress reactivity. The differences in various groups of GI and EI had no effect on the baseline and post stress performance on Sternberg memory test and all the three conditions of Stroop test.ConclusionIn conclusion emotional intelligence as an attribute is better suited to handle day to day acute stress and chronic perceived stress.
    Annals of Neurosciences 07/2012; 19(3):107-111. DOI:10.5214/ans.0972.7531.190304
  • [Show abstract] [Hide abstract]
    ABSTRACT: The Institute of Medicine (IOM) identified the need for interdisciplinary teams that collaborate, communicate, and integrate care across settings to improve health care delivery. Focusing on innovative strategies that address leadership skills in graduate nursing education could have an effect on interdisciplinary partnerships, transformation of patient care, and new styles of leadership to change current practice models. In response to the IOM guidelines, we incorporated emotional intelligence as a component in our Doctor of Nursing Practice (DNP) leadership curriculum. This article describes a new action-oriented leadership model that prepares the DNP graduate for leadership roles to serve the public and the nursing discipline during a time of radical changes in health care. Behavioral profile, nontraditional readings, and online discussions form the basis of the model. The principles and strategies in this article can be applied to nursing education in multiple arenas, at both the undergraduate and graduate settings.
    Journal of Nursing Education 05/2012; 51(8):454-60. DOI:10.3928/01484834-20120523-03 · 0.76 Impact Factor