No abstract

Emotional intelligence (EI) has been associated with increased academic achievement, but its impact on medical education is relatively unexplored. This study sought to evaluate change in EI, performance outcomes, and team cohesion within a team-based medical school anatomy course. Forty-two medical students completed a pre-course and post-course Schutte Self-Report Emotional Intelligence Test (SSEIT). Individual EI scores were then compared with composite course performance grade and team cohesion survey results. Mean pre-course EI score was 140.3 out of a possible 160. During the course, mean individual EI scores did not change significantly (P = 0.17) and no correlation between EI scores and academic performance was noted (P = 0.31). In addition, EI did not correlate with team cohesion (P = 0.16). While business has found significant utility for EI in increasing performance and productivity, its role in medical education is still uncertain.

Emotional intelligence (EI), the ability to perceive and respond to emotions, has been shown to increase academic achievement and team performance. Studies to support this association exist largely in the business world, but its impact in medical education is relatively unexplored. The purpose of this study was to determine whether emotional intelligence correlates with individual or team academic performance in the anatomy course. This study hypothesizes that individuals or teams with higher emotional intelligence will score higher in the course and that team‐based learning will increase emotional intelligence scores. Medical students were asked to complete the Self‐report Emotions Intelligence Test (SSEIT) at the beginning and the end of the 7‐ week anatomy course. Average EI scores for each team were compared to final course grades as well as cumulative daily quiz grades. Individual EI scores were also compared to individual grades, and change in EI scores over the course was assessed. Preliminary analysis of initial EI scores vs. averaged quiz scores at the midpoint of the course does not appear to show significant correlations. Final results, to be analyzed at the end of the course, may hold stronger predictive value in determining association between EI and team performance. This research is supported by the Department of Anatomy at the Mayo Clinic, Rochester, MN.Grant Funding Source: Department of Anatomy, Mayo Clinic

Thiamine deficiency and beriberi are prevalent in Cambodia, although most infants with nonspecific clinical symptoms of beriberi, including tachypnea, lack echocardiographic evidence diagnostic of the disease. Camphor activates transient receptor potential vanilloid 3 (TRPV3), a nonselective ion channel expressed in the medial preoptic nucleus of the hypothalamus and thought to be important for thermo-sensitivity. Because camphorated ointments are used commonly among Cambodian infants, we hypothesized that topical camphor modulates thermoregulatory behaviors, causing beriberi-simulating tachypnea, separate from any influence of thiamine deficiency. We assessed 9 tachypneic and 10 healthy infants for Tiger Balm use and for presence of camphor in whole blood. However, no camphor was found in blood from any infants, indicating that camphor is unrelated to tachypneic illness in Cambodian infants.