2019 HSC Section 2 - Practice Management

McKinley & Phitayakorn

be designed that allow easy identification of an individual’s EI strengths and areas for potential improvement. These metrics would also facilitate comparisons between the trait and ability models of EI. Individuals could see how they self-report their EI traits and also see how they actually use those EI skills during a high-fidelity simulation. Creating effective EI assessment during simulation also enables faculty to measure the effectiveness of EI development throughout a longitudinal curriculum. A third area of research is whether simulation itself can be used to deliver EI devel- opment. Essentially, do participants in simulation undergo EI gains? One could envi- sion comparing simulation versus other modes of EI interventions, such as classroom learning, webinars, or self-study. The authors predict that given the realism of simula- tion and the consequent effectiveness of simulation to provoke an emotional reaction in participants, simulation will outperform other methods of EI development interventions. The ultimate goal in using simulation for EI development is to achieve measurable gains in clinical performance and patient care. Faculty assessment of resident physi- cians or patient satisfaction scores may be used to determine whether resident partic- ipation in EI-targeted simulation improves resident performance. Patient satisfaction surveys of faculty or 360 evaluations may also serve to demonstrate whether faculty-level surgeons benefit from simulation-based EI training. To summarize, EI is an established concept in the business literature with evidence that it is an important factor in determining career achievement. At present, there is increasing interest in the role that EI has in medical training, although it is still an unexplored area. This article summarizes the EI literature most relevant to surgical training and outlines the reasons that simulation would offer many benefits to the development of EI. Several companies have already begun to develop simulations for development of EI within a business context. Although there are many unanswered questions, it is anticipated that future research will demonstrate the effectiveness of using simulation to develop EI within surgery. SUMMARY 1. Mayer J, Salovey P. What is emotional intelligence?. In: Salovey P, Sluyter DJ, ed- itors. Emotional development and emotional intelligence: educational implica- tions. New York: Basic Books; 1997. p. 3–31 . 2. Salovey P, Mayer J. Emotional intelligence. Imagination, cognition, and personality. 9;1990;185–211. 3. Goleman D. Emotional intelligence. New York: Bantam Books; 1995. p. 352, xiv . 4. Goleman D. Working with emotional intelligence. New York: Bantam Books; 1998. p. 383, xi . 5. Goleman D. What makes a leader? Harv Bus Rev 1998;76(6):93–102 . 6. Goleman D. The focused leader. (cover story). Harv Bus Rev 2013;91(12):50–60 . 7. Bar-On R, Parker JD. The handbook of emotional intelligence: theory, develop- ment, assessment, and application at home, school, and in the workplace. 1st edition. San Francisco (CA): Jossey-Bass; 2000. p. 528, xv . 8. Mayer JD, Salovey P, Caruso DR, et al. Measuring emotional intelligence with the MSCEIT V2.0. Emotion 2003;3(1):97–105 . 9. Roberts RD, Zeidner M, Matthews G. Does emotional intelligence meet traditional standards for an intelligence? Some new data and conclusions. Emotion 2001; 1(3):196–231 . REFERENCES

102