Empathy in Medicine Self and Other in Medical Education: Initial Emotional Intelligence Trend Analysis Widens the Lens Around Empathy and Burnout

Integral to emotional intelligence (EI), empathy is frequently studied in medical students. While important, given the implications for patient safety and physician well-being, traits such as self-regard may also affect physician efficacy. Emotional intelligence offers a holistic framework from whic...

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Bibliographic Details
Published in:Journal of Osteopathic Medicine (Online) 2020-06, Vol.120 (6), p.388-394
Main Authors: Singer-Chang, Gail, Dong, Fanglong, Seffinger, Michael, Nevins, Natalie, Blumer, Janice, Musharbash, Helen, Helf, Scott
Format: Article
Language:English
Subjects:
Burnout
Burnout, Professional
Education, Medical
Emotional Intelligence
Empathy
Humans
medical education
Medical students
Osteopathic medicine
psychology
Students, Medical
Surveys and Questionnaires
Well being
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Summary:Integral to emotional intelligence (EI), empathy is frequently studied in medical students. While important, given the implications for patient safety and physician well-being, traits such as self-regard may also affect physician efficacy. Emotional intelligence offers a holistic framework from which to study empathy, allowing it to be explored with coexisting traits and offering opportunities to identify related risk factors. To identify trends in osteopathic medical student EI to help mitigate burnout, with specific attention to empathy and self-regard. Eight hundred eighty-five students at Western University of Health Sciences College of Osteopathic Medicine of the Pacific from classes 2014-2016 were offered the Emotional Quotient Inventory 2.0 (EQ-i) at the start of school, completion of their second year, and at graduation. Participants completed all 3 inventories, yielding a response rate of 16.3%. Repeated measurement analysis of variance analyses were conducted using SAS software for Windows version 9.3. A total of 144 students participated. The total EI score shifted from mean (SD) 100.2 (12.4) at baseline to 96.1 (12.8) midway to 96.8 (13.3) at graduation (P=.0161) with significant decreases between baseline and midway (P
ISSN:2702-3648
2702-3648
1945-1997
DOI:10.7556/jaoa.2020.069