Doctors’ emotional intelligence and the patient–doctor relationship

Weng, Hui-Ching; Chen, Hung-Chi; Chen, Han Jung; Lu, Kang; Hung, Shin Yuan

doi:10.1111/j.1365-2923.2008.03039.x

Cited by 102 publications

(106 citation statements)

References 27 publications

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“…Research has shown that high levels of physician empathy and emotional intelligence increase patient satisfaction (Weng et al 2008;Zachariae et al 2003), compliance (Price et al 2006), and health status (Hojat 2007;Neumann et al 2007;Neuwirth 1997). Empathy is a cognitive attribute that involves understanding another person's perspectives and the capacity to communicate that understanding (Hojat et al 2002).…”

Section: Introductionmentioning

confidence: 97%

The effect of surgeon empathy and emotional intelligence on patient satisfaction

Weng

Steed²,

et al. 2011

Adv in Health Sci Educ

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106

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We investigated the associations of surgeons' emotional intelligence and surgeons' empathy with patient-surgeon relationships, patient perceptions of their health, and patient satisfaction before and after surgical procedures. We used multi-source approaches to survey 50 surgeons and their 549 outpatients during initial and follow-up visits. Surgeons' emotional intelligence had a positive effect (r = .45; p < .001) on patient-rated patient-surgeon relationships. Patient-surgeon relationships had a positive impact on patient satisfaction before surgery (r = .95; p < .001). Surgeon empathy did not have an effect on patient-surgeon relationships or patient satisfaction prior to surgery. But after surgery, surgeon empathy appeared to have a significantly positive and indirect effect on patient satisfaction through the mediating effect of patients' self-reported health status (r = .21; p < .001). Our study showed that long-term patient satisfaction with their surgeons is affected less by emotional intelligence than by empathy. Furthermore, empathy indirectly affects patient satisfaction through its positive effect on health outcomes, which have a direct effect on patients' satisfaction with their surgeons.

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Section: Introductionmentioning

confidence: 97%

The effect of surgeon empathy and emotional intelligence on patient satisfaction

Weng

Steed²,

et al. 2011

Adv in Health Sci Educ

Self Cite

106

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“…Lane does cite one study showing that nurse's assessment of physicians' EI was a better predictor of patients' trust than the doctor's self-assessment (Weng et al 2008). But that's part of the rub.…”

Section: Multiple Intelligences Practical Intelligence and Emotionalmentioning

confidence: 99%

“…Several reviews have highlighted the loose definition of EI, which on the one hand, appears to be trainable, so not a form of intelligence, and on the other, appears to be strongly related to personality, which then suggests it is not a measure of aptitude (Lewis et al 2005;Romanelli et al 2006;Davies et al 1998). EI, after all is said and done, appears unrelated to career choice (Borges et al 2009), academic performance (Romanelli et al 2006;Newsome et al 2000) or doctor-patient relationship (Weng et al 2008). It remains to be shown if it has any value in health sciences education.…”

Section: Multiple Intelligences Practical Intelligence and Emotionalmentioning

confidence: 99%

Non-cognitive factors in health sciences education: from the clinic floor to the cutting room floor

Norman

2010

Adv in Health Sci Educ

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“…EI measures also increased with age and experience, characteristic of a developmental ability that one can attend to throughout a career or lifetime (Weng et al 2008). Many consider EI as the piece that separates the highly successful from the simply bright individuals who lack these emotive skills; indeed Goleman has described EI as the ''discriminating competency'' (p. xv).…”

Section: Emotional Intelligencementioning

confidence: 96%

Professional competencies in health sciences education: from multiple intelligences to the clinic floor

Lane

2010

Adv in Health Sci Educ

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Nontechnical competencies identified as essential to the health professional's success include ethical behavior, interpersonal, self-management, leadership, business, and thinking competencies. The literature regarding such diverse topics, and the literature regarding "professional success" is extensive and wide-ranging, crossing educational, psychological, business, medical and vocational fields of study. This review is designed to introduce ways of viewing nontechnical competence from the psychology of human capacity to current perspectives, initiatives and needs in practice. After an introduction to the tensions inherent in educating individuals for both biomedical competency and "bedside" or "cageside" manner, the paper presents a brief overview of the major lines of inquiry into intelligence theory and how theories of multiple intelligences can build a foundation for conceptualizing professional and life skills. The discussion then moves from broad concepts of intelligence to more specific workplace skill sets, with an emphasis on professional medical education. This section introduces the research on noncognitive variables in various disciplines, the growing emphasis on competency based education, and the SKA movement in veterinary education. The next section presents the evidence that nontechnical, noncognitive or humanistic skills influence achievement in academic settings, medical education and clinical performance, as well as the challenges faced when educational priorities must be made.

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Doctors’ emotional intelligence and the patient–doctor relationship

Cited by 102 publications

References 27 publications

The effect of surgeon empathy and emotional intelligence on patient satisfaction

The effect of surgeon empathy and emotional intelligence on patient satisfaction

Non-cognitive factors in health sciences education: from the clinic floor to the cutting room floor

Professional competencies in health sciences education: from multiple intelligences to the clinic floor

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