Emotional Intelligence and Burnout Related to Resident-Assessed Faculty Teaching Scores

Lewis, James M; Yared, Katherine; Heidel, R. Eric; Kirkpatrick, Baileigh A.; Freeman, Michael B.; Daley, Brian; Shatzer, John; McCallum, R. Steve

doi:10.1016/j.jsurg.2021.09.023

Cited by 8 publications

(17 citation statements)

References 34 publications

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“…Improved teaching scores have been shown to mitigate aspects of burnout within surgeons. 14 Residents voiced significant benefit from working with a variety of surgeon educators, who demonstrate different techniques and broaden their perspectives and abilities. A surgeon’s fundamental personality, whether it be gentler and more reserved or loud and commanding, does not inherently make someone a “good” or “bad” teacher.…”

Section: Discussionmentioning

confidence: 99%

“…Although faculty have reported on the importance of being sensitive to learners’ needs, 12 their ability to accurately identify those needs is reportedly limited. 13 Lewis et al 14 found a significant difference between faculty self-assessment of teaching compared with resident assessments. Faculty and residents significantly diverge in educational priorities during the same case.…”

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confidence: 99%

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Surgical Resident Perspectives on the Preferred Qualities of Effective Intraoperative Teachers: A Qualitative Analysis

et al. 2022

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Surgical Resident Perspectives on the Preferred Qualities of Effective Intraoperative Teachers: A Qualitative Analysis

et al. 2022

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“…The SEF:ED was developed by a research Team led by the second author of this article; the Team focused on a number of projects aimed to create, validate, then use EI‐related instruments to investigate the relationship between EI and related constructs and the extent to which EI can be trained (Fast, 2021). The SEF:ED is the third EI instrument developed by the Team and was adapted in part from the first EI scale, Scale of Emotional Functioning: Medicine (SEF:MED; see Beierle, et al, 2018; Lewis et al, 2021; McCallum et al, 2022). The SEF:MED was developed from scrutiny of the EI literature and available EI instruments and three subscales were created: Emotional Awareness (EA), Emotional Management (EM), and Interpersonal Relationships (IR) respectively.…”

Section: Methodsmentioning

confidence: 99%

Development and validation of the Scale of Emotional Functioning: Education (SEF:ED)

Anderson¹,

McCallum

Fast

2023

Psychology in the Schools

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Data collected from 97 educators provide preliminary support for the psychometric integrity of an experimental self‐report instrument designed to operationalize emotional intelligence (EI) specifically for educators, the Scale of Emotional Functioning: Educators, or SEF:ED. Data analyses relied in part on results from an exploratory factor analysis, which provided evidence for a three‐factor solution, and additional correlational analyses (e.g., item‐scale correlations). Reliability estimates (i.e., split‐half reliability correlations) for the SEF:ED Emotional Awareness, Emotional Management, and Interpersonal Relations subscales are .86, .80, and .71, respectively. Correlation coefficients (i.e., Pearson r) between the SEF:ED composites and the Profile of Emotional Competence composites (PEC) range from .35 to .72, providing evidence for concurrent validity of the SEF:ED. Finally, correlation coefficients between SEF:ED and the Maslach Burnout Inventory for Educators (MBI‐ES) range from −.21 to .59 and provide limited evidence of its ability to predict an important work site characteristic, that is, burnout. Once the SEF:ED was completed, descriptive statistics were obtained for EI and burnout and show relatively similar means/standard deviations across various demographics (e.g., gender, educator degree, years in service, and classroom setting—general vs. special education). Limitations of the study and implications for application of the SEF:ED are discussed.

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“…22 There is also a global assessment of teaching ability that is scored on a 10-point scale that can be used alone and represented as interval data. 16 Prior research focusing on the SETQ informed validity evidence supporting the use of this instrument for surgeon faculty 22 and Ob/Gyn faculty specifically, 23 as well as for both trainee (e.g., resident) assessment of faculty and faculty self-assessment. 22 Reliability and validity data for the SETQ varies, for example, internal consistency reliability (Cronbach's α) ranged from 0.86 to 0.96 for the resident evaluation tool and from 0.73 to 0.92 for the faculty selfassessment tool.…”

Section: Teaching Abilitymentioning

confidence: 99%

“…The demonstrated associations between EI and IP 2,9 and EI and teaching ability 16 suggest that IP may impact teaching ability; however, the nature of this potential relationship has not been clearly established. Both EI and IP involve the outward display of internal processing, and it is less clear how these internal processes may impact interactions with others.…”

Section: Introductionmentioning

confidence: 99%

Higher degree of impostor characteristics relates to lower self‐perceived teaching ability and emotional intelligence

Husk,

Lewis

2023

The Clinical Teacher

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BackgroundEmotional intelligence (EI) has been previously associated with teaching ability and impostor phenomenon (IP) in medical education; however, studies have demonstrated mixed findings and have largely focused on trainees only. Therefore, we sought to explore the potential association between the degree of IP characteristics, EI and teaching ability in obstetrics and gynaecology (Ob/Gyn) faculty physicians.MethodsA cross‐sectional, survey‐based pilot study was completed at a single academic institution. Ob/Gyn attending (faculty) physicians were queried using surveys related to IP, EI and teaching ability. Resident (trainee) physicians also completed anonymous evaluations of faculty teaching ability.FindingsThe degree of IP characteristics correlated negatively with self‐perceived teaching ability, with no significant differences in resident assessment of faculty teaching. IP also correlated negatively with EI. Although there were no statistically significant differences in resident assessment of teaching ability based on EI, both EI and IP demonstrated inverse relationships to faculty assessment of teaching ability compared with resident assessment.ConclusionIP appears to relate to lower perceived teaching ability in Ob/Gyn faculty that does not correspond to resident evaluation of teaching performance. The demonstrated negative correlation between the degree of impostor characteristics and EI suggests that EI could potentially play a protective role in the development of IP and burnout, as well as influence teaching. This relationship may have implications for faculty willingness to continue in academic medicine.

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Emotional Intelligence and Burnout Related to Resident-Assessed Faculty Teaching Scores

Cited by 8 publications

References 34 publications

Surgical Resident Perspectives on the Preferred Qualities of Effective Intraoperative Teachers: A Qualitative Analysis

Surgical Resident Perspectives on the Preferred Qualities of Effective Intraoperative Teachers: A Qualitative Analysis

Development and validation of the Scale of Emotional Functioning: Education (SEF:ED)

Higher degree of impostor characteristics relates to lower self‐perceived teaching ability and emotional intelligence

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