What Is the Relationship Between Emotional Intelligence and Dental Student Clinical Performance?

Abstract

Emotional intelligence has emerged as a key factor in differentiating average from outstanding performers in managerial and leadership positions across multiple business settings, but relatively few studies have examined the role of emotional intelligence in the health care professions. The purpose of this study was to examine the relationship between emotional intelligence (EI) and dental student clinical performance. All third-and fourth-year students at a single U.S. dental school were invited to participate. Participation rate was 74 percent (100/136). Dental students' EI was assessed using the Emotional Competence Inventory-University version (ECI-U), a seventy-two-item, 360-degree questionnaire completed by both self and other raters. The ECI-U measured twenty-two EI competencies grouped into four clusters (Self-Awareness, Self-Management, Social Awareness, and Relationship Management). Clinical performance was assessed using the mean grade assigned by clinical preceptors. This grade represents an overall assessment of a student's clinical performance including diagnostic and treatment planning skills, time utilization, preparation and organization, fundamental knowledge, technical skills, self-evaluation, professionalism, and patient management. Additional variables were didactic grade point average (GPA) in Years 1 and 2, preclinical GPA in Years 1 and 2, Dental Admission Test academic average and Perceptual Ability Test scores, year of study, age, and gender. Multiple linear regression analyses were conducted. The Self-Management cluster of competencies (b=0.448, p<0.05) and preclinical GPA (b=0.317, p<0.01) were signiicantly correlated with mean clinical grade. The Self-Management competencies were emotional self-control, achievement orientation, initiative, trustworthiness, conscientiousness, adaptability, and optimism. In this sample, dental students' EI competencies related to Self-Management were signiicant predictors of mean clinical grade assigned by preceptors. Emotional intelligence may be an important predictor of clinical performance, which has important implications for students' development during dental school.

Relationship Between Nursing Students’ Emotional Intelligence and Their Clinical Performance During Obstetrics and Gynaecologic Nursing Practical Training

“…They additionally added that many professional behaviors in health care may require abilities related to EI as: putting the patient needs ahead of their individual interests, fight to complete tasks at high standard nearly at all times, frequently assess their knowledge and skills, be familiar with their limitations and act with integrity. [5] The psychologists Salovery and Mayer first used the word EI in 1990. They defined it as "the ability to process emotion-laden information competently and to use it to direct cognitive behavior as problem solving and to spotlight energy on requisite behaviors".…”

Emotional intelligence: the less explored influential factor on the academic performance of a dental student

“…Future studies that could involve the other outcome variables, such as patient satisfaction and clinical performance of the dentists are also needed. (20) It was found in our study that the students had an average emotional intelligence that was significantly associated with academic performance. The EI levels have to be further improved, by making sure that every dental college has regular counselling and personality development classes along with the normal curriculum that will help them develop a positive attitude and manage their stresses well.…”

Prediction of course completion by students of a university in Brazil

“…The mental health (Bolsoni-Silva & Loureiro, 2015b, Adlaf et al, 2001 and social skill variables (Aguilhar, 2008;Artino et al, 2012;Burgess, Roberts, Black & Mellis, 2013;Fernandez et al, 2012;Gomes & Soares, 2013;Iturra et al, 2012;Victoroff & Boyatzis, 2013) were also related to the final academic performance. Social skills appear to be protective for good academic and social development of the university students Fernandez et al, 2012;Gomes & Soares, 2013;Iturra et al, 2012;Victoroff & Boyatzis, 2013) and divergent findings from Del Arco (2005). Data from other studies have shown that school and courses variables also influence the social skills repertoire (Al-Alawneh el al., 2011;Artino et al, 2012;Bolsoni-Silva & Loureiro, 2015b;Gomes e Soares, 2013) and, additionally, that social skills influence the mental health of the university student (Angélico et al, 2012;Bolsoni-Silva & Loureiro, 2014;Segrin, 2000).…”

“…Analyzing these data in light of the literature showed that characteristics of the course and sociodemographic variables were identified as predictors of academic performance (Aguilhar, 2008;Iturra et al, 2012;Lópes-Bárcena et al, 2009;Oliveira et al, 2008). The mental health (Bolsoni-Silva & Loureiro, 2015b, Adlaf et al, 2001 and social skill variables (Aguilhar, 2008;Artino et al, 2012;Burgess, Roberts, Black & Mellis, 2013;Fernandez et al, 2012;Gomes & Soares, 2013;Iturra et al, 2012;Victoroff & Boyatzis, 2013) were also related to the final academic performance. Social skills appear to be protective for good academic and social development of the university students Fernandez et al, 2012;Gomes & Soares, 2013;Iturra et al, 2012;Victoroff & Boyatzis, 2013) and divergent findings from Del Arco (2005).…”

“…It should be noted that several studies have identified a direct relationship between social skills and academic performance (Aguilhar, 2008;Artino et al, 2012;Burgess, Roberts, Black & Mellis, 2013;Fernandez, Salamonson & Griffiths, 2012;Gomes & Soares, 2013;Iturra, Goic, Astete & Jara, 2012;Victoroff & Boyatzis, 2013). On the other hand, Del Arco (2005), with a sample of Peruvian psychology students, did not identify significant correlations between social skills and academic performance.…”