Team emotional intelligence, team interactions, and gender in medical students during a psychiatry clerkship

Nicole J. Borges, Britta M. Thompson, Brenda J. Roman, Mark H. Townsend, Lisa R. Carchedi, Jeff S. Cluver, Julia B. Frank, Paul M. Haidet, Ruth Levine

    Research output: Contribution to journalArticlepeer-review

    14 Scopus citations

    Abstract

    Objective: This study examined the relationship between team emotional intelligence, quality of team interactions, and gender. Methods: Psychiatry clerkship students participating in Team-Based Learning (TBL, n = 484) or no TBL (control, n = 265) completed the Workgroup Emotional Intelligence Profile (WEIP-S) and the Team Performance Scale (TPS). Results: Significant correlations (p <0.01) existed between quality of team interactions (i.e., TPS) and team emotional intelligence (i.e., WEIP-S) subscales, but not gender. Control and TBL groups experienced significant increases in WEIP-S subscales pre to post (p <0.01, η 2 =.08), with the TBL group experiencing significantly higher gains in three of four subscales. Control group scored higher on TPS. Conclusions: A significant relationship exists between team emotional intelligence and quality of team interactions. Gender was unrelated to TPS or WEIP-S subscales. TBL group experienced higher gains in WEIP-S subscales while the control group experienced slightly higher TPS scores. Results suggest implications for medical educators who use TBL.

    Original languageEnglish (US)
    Pages (from-to)661-663
    Number of pages3
    JournalAcademic Psychiatry
    Volume39
    Issue number6
    DOIs
    StatePublished - Dec 1 2015

    Keywords

    • Clerkship
    • Curriculum development
    • Emotional intelligence
    • Medical students

    ASJC Scopus subject areas

    • Psychiatry and Mental health
    • Education

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