Development of emotional intelligence in a team-based learning internal medicine clerkship

Background: Although increasing number of articles have been published on team-based learning (TBL), none has explored team emotional intelligence. Aim: We extend the literature by examining changes in team emotional intelligence during a third year clerkship where TBL is a primary instructional str...

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Bibliographic Details
Published in:Medical teacher 2012-10, Vol.34 (10), p.802-806
Main Authors: Borges, Nicole J., Kirkham, Karen, Deardorff, Adam S., Moore, Jeremy A.
Format: Article
Language:English
Subjects:
Clinical Clerkship - organization & administration
Cooperative Behavior
Data Collection
Educational Strategies
Emotional Development
Emotional Intelligence
Emotions
Health education
Humans
Internal medicine
Internal Medicine - education
Internships
Learning
Medical Education
Medical students
Ohio
Pedagogy
Personality Inventory
Response rate
Students, Medical - psychology
Teaching Methods
Team work
Teams
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Summary:Background: Although increasing number of articles have been published on team-based learning (TBL), none has explored team emotional intelligence. Aim: We extend the literature by examining changes in team emotional intelligence during a third year clerkship where TBL is a primary instructional strategy. We hypothesized that team emotional intelligence will change in a positive direction (i.e., increase) during the clerkship. Method: With IRB approval, during the 2009-2010 academic year third-year students in their internal medicine clerkship (N = 105, 100% response rate) completed the Workgroup Emotional Intelligence Profile - Short Version (WEIP-S) at the beginning and at the end of their 12-week clerkship. TBL is an instructional strategy utilized during the internal medicine clerkship. Results: Paired t-tests showed that team emotional intelligence increased significantly pre to post clerkship for three of the four areas: awareness of own emotions (p = 0.018), recognizing emotions in others (p = 0.031), and ability to manage other's emotions (p = 0.013). There was no change for ability to control own emotions (p = 0.570). Conclusion: In an internal medicine clerkship, where TBL is utilized as an instructional strategy, team emotional intelligence increases. This supports TBL as an adjunctive tool to traditional medical education pedagogy.
ISSN:0142-159X
1466-187X
DOI:10.3109/0142159X.2012.687121