Emotional Intelligence and Delivering Bad News: The Jury is Still Out

Lim, Gi; Gardner, Aimee K.

doi:10.1016/j.jsurg.2018.09.017

Cited by 2 publications

(13 citation statements)

References 27 publications

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“…A narrative synthesis of quantitative data 20 was subsequently conducted (see Supplemental Digital Content 2, http://links.lww.com/SLA/D212). [22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45][46][47][48][49][50][51][52][53][54][55][56][57][58]…”

Section: Resultsmentioning

confidence: 99%

“…61 For instance, 2 studies addressing the relationship between EI and performance in a breaking bad news simulation reported conflicting findings. 38,54 Each study relied on differing EI assessments and performance evaluation tools (see Table 1). Different EI models have been shown to represent separate constructs so it is unlikely that these various EI assessments will yield similar findings.…”

Section: Discussionmentioning

confidence: 99%

“…29 In the studies involving resident performance of breaking bad news, only 1 study found that the emotionality factor of trait EI correlated significantly with resident performance in communicating with the standardized patient. 54 However, Lim 38 did demonstrate that individuals with higher EI scores were more likely to engage in certain communication behaviors such as minimal use of advanced medical terms and discussing information in smaller amounts. Table 1 provides a comparison of both studies.…”

Section: Ei Interventions and Tasksmentioning

confidence: 96%

“…Five studies (13.5%) 25,32,33,35,42 utilized job or career assessments, such as career satisfaction or the Job Resources Questionnaire. Another 5 studies (13.5%) 30,38,45,54,56 examined some measure of performance (both technical and nontechnical). In terms of objective measures, there were 4 studies (10.8%) 28,30,35,39 that included the use of test scores, such as the USMLE, ABSITE, or Situational Judgment Test scores in addition to one (2.7%) 23 utilizing heart rate.…”

Section: Comparisons and Other Measuresmentioning

confidence: 99%

“…One of these combination settings involved both a department and simulation context 29 while the remaining 2 studies occurred in both a residency program and simulation context (see Supplemental Digital Content 3, http://links.lww.com/SLA/ D212). 38,54…”

Section: Study Designs and Settingsmentioning

confidence: 99%

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Measuring and Improving Emotional Intelligence in Surgery

et al. 2021

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Objective: Evaluate how emotional intelligence (EI) has been measured among surgeons and to investigate interventions implemented for improving EI. Summary Background: EI has relevant applications in surgery given its alignment with nontechnical skills. In recent years, EI has been measured in a surgical context to evaluate its relationship with measures such as surgeon burnout and the surgeon-patient relationship. Methods: A systematic review was conducted by searching MEDLINE, EMBASE, CINAHL, and PSYCINFO databases using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. MeSH terms and keywords included ''emotional intelligence,'' ''surgery,'' and ''surgeon.'' Eligible studies included an EI assessment of surgeons, surgical residents, and/or medical students within a surgical context. Results: The initial search yielded 4627 articles. After duplicate removal, 4435 articles were screened by title and abstract and 49 articles proceeded to a full-text read. Three additional articles were found via hand search. A total of 37 articles were included. Studies varied in surgical specialties, settings, and outcome measurements. Most occurred in general surgery, residency programs, and utilized self-report surveys to estimate EI. Notably, EI improved in all studies utilizing an intervention. Conclusions: The literature entailing the intersection between EI and surgery is diverse but still limited. Generally, EI has been demonstrated to be beneficial in terms of overall well-being and job satisfaction while also protecting against burnout. EI skills may provide a promising modifiable target to achieve desirable outcomes for both the surgeon and the patient. Future studies may emphasize the relevance of EI in the context of surgical teamwork.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Ei Interventions and Tasksmentioning

confidence: 96%

Section: Comparisons and Other Measuresmentioning

confidence: 99%

Section: Study Designs and Settingsmentioning

confidence: 99%

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Measuring and Improving Emotional Intelligence in Surgery

et al. 2021

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A scoping review of emotions and related constructs in simulation-based education research articles

Ahn,

Maurice-Ventouris,

Bilgic

et al. 2023

Adv Simul

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Background While acknowledgement of emotions’ importance in simulation-based education is emerging, there are concerns regarding how education researchers understand the concept of emotions for them to deliberately incorporate emotionally charged scenarios into simulation-based education. This concern is highlighted especially in the context of medical education often lacking strong theoretical integration. To map out how current simulation-based education literature conceptualises emotion, we conducted a scoping review on how emotions and closely related constructs (e.g. stress, and emotional intelligence) are conceptualised in simulation-based education articles that feature medical students, residents, and fellows. Methods The scoping review was based on articles published in the last decade identified through database searches (EMBASE and Medline) and hand-searched articles. Data extraction included the constructs featured in the articles, their definitions, instruments used, and the types of emotions captured. Only empirical articles were included (e.g. no review or opinion articles). Data were charted via descriptive analyses. Results A total of 141 articles were reviewed. Stress was featured in 88 of the articles, while emotions and emotional intelligence were highlighted in 45 and 34 articles respectively. Conceptualisations of emotions lacked integration of theory. Measurements of emotions mostly relied on self-reports while stress was often measured via physiological and self-report measurements. Negative emotions such as anxiety were sometimes seen as interchangeable with the term stress. No inferences were made about specific emotions of participants from their emotional intelligence. Conclusions Our scoping review illustrates that learners in simulation-based education are most often anxious and fearful. However, this is partially due to medical education prioritising measuring negative emotions. Further theoretical integration when examining emotions and stress may help broaden the scope towards other kinds of emotions and better conceptualisations of their impact. We call for simulation education researchers to reflect on how they understand emotions, and whether their understanding may neglect any specific aspect of affective experiences their simulation participants may have.

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Emotional Intelligence and Delivering Bad News: The Jury is Still Out

Cited by 2 publications

References 27 publications

Measuring and Improving Emotional Intelligence in Surgery

Measuring and Improving Emotional Intelligence in Surgery

A scoping review of emotions and related constructs in simulation-based education research articles

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