Emotional intelligence characteristics in a cohort of faculty, residents, and medical students

OBJECTIVE: To assess emotional intelligence (EQ) and the construct validity of the EQ Appraisal survey among academic faculty, residents, and medical students. STUDY DESIGN: From 2007 to 2011, 155 medical education personnel participated in 4 self-administered surveys. The EQ Appraisal survey measures Self- Awareness, Self-Management, Social Awareness, and Relationship Management. The DISC survey defines 4 personality domains: Dominance, Influence, Steadiness/ Submissiveness, and Conscientious/Compliance. The Thomas-Kilmann Conflict Instrument defines 5 conflict styles: Competing, Collaborating, Compromising, Accommodating, and Avoiding. The Interpersonal Influence Inventory categorizes 4 behavior styles: Openly Aggressive, Assertive, Concealed Aggressive, and Passive behaviors. Statistical analysis was done as indicated. The p value of < 0.05 was taken as significant. RESULTS: The overall mean EQ score was 75.9 (SD 8.2), and components scores were: Self-Awareness=74.6 (SD 10), Self-Management = 74.8 (SD 10.6), Social Awareness=77.0 (SD 9.6), and Relationship Management= 76.8 (SD 9.9). Faculty and residents had higher Social Awareness scores as compared to medical students (79.33 [SD 8] vs. 75.59 [SD 10.3], p = 0.01). Mean EQ scores correlated positively with Collaborating conflict style, Assertive Behavior, Influence, and Steadiness/Submissiveness but correlated negatively with Dominance personality domain, Passive, and Concealed Aggressive behaviors. CONCLUSION: EQ varied with level of training. EQ competence may occur by Collaborating and Assertive Behaviors utilizing Influence and Steadiness/Submissiveness personality domains.