How do you incorporate Emotional Intelligence into your Medical Education Curriculum?

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1 How do you incorporate Emotional Intelligence into your Medical Education Curriculum? CENTILE Conference October 19, 2015 Marie Hunsinger, RN, BSHS Nicole Woll, PhD, MEd Mohsen Shabahang, MD, PhD GEISINGER Redefining Boundaries

2 What is Emotional Intelligence? Your ability to recognize and understand emotions in yourself and others Your ability to use this awareness to manage your behavior and relationships Bradberry and Greaves (2009). Emotional Intelligence 2.0

3 UNDERSTANDING EMOTIONAL RESPONSE SITUATION OR ENCOUNTER PROCESSING LIMBIC SYSTEM NEOCORTEX FAST AND EMOTIONAL eventual communication BEHAVIORAL RESPONSE SLOWER AND RATIONAL

4 THE HISTORY OF EMOTIONAL INTELLIGENCE 1930s Edward Thorndike 1940s David Wechsler 1950s Abraham Maslow 1970s Howard Gardner 1980s Keith Beasley 1990 Salovey and Mayer 1995 Dan Goleman 2000 Petrides and Furnham

5 THEORIES OF EMOTIONAL INTELLIGENCE Salovey and Mayer Theory: Ability (Maximum performance as in IQ) Identify emotions in oneself and others Use emotions to facilitate thinking Understand emotional meanings Manage emotions Goleman Theory: Mixed Models Personal Competence: (Managing Ourselves) Self-awareness Self-regulation Motivation Social Competence: (Managing Others) Empathy Social skills Petrides and Furnham Theory: Trait Emotional self-perceptions (self-report as in personality questionnaires) Global Well-being Self-Control Sociability Emotionality Mayer, Caruso, Salovey (2000). Emotional Intelligence. Goleman (1998). Working with Emotional Intelligence. Petrides, Furnham (2001). European Journal of Personality.

6 WHY IS EMOTIONAL INTELLIGENCE IMPORTANT IN HEALTHCARE? Improvement Retrieved 9/2015 in from quality patient service = patient satisfaction

7 Why is Emotional Intelligence important in Medical Education? Patient Care Interpersonal and Communication Skills Professionalism Systems-based Practice Practice-based Learning and Improvement Research has identified numerous positive correlations between EI and desirable outcomes including leadership success, employee morale, job satisfaction, job commitment, teamwork, customer satisfaction, decreased turnover, and less work/family conflict. Webb, et al. JGME, Dec 2010: Jordan, et al. Science of EI: Knowns and Unknowns, Oxford University Press; 2007:

8 What does a debrief session look like?

9 Where have we incorporated Emotional Intelligence in our Curriculum? Surgical Humanities Chief Resident Development Course Medical Student Lecture Series Faculty Development Healthcare Staff Development

10 ( (Thomas) Trait Emotional Intelligence Questionnaire Developed by K.V. Petrides, PhD at the London Psychometric Laboratory in University College London (UCL). The Trait Emotional Intelligence Questionnaire (TEIQue pronounced TQ) tells you how well you understand and manage emotions, how well you interpret and deal with the emotions of others, and how you use this knowledge to manage relationships.

11

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13 Your Global Score is the average %tile (percentile) of your assessment. Drawing a line from that point will show noticeable highs and lows from your Global Score. These highs and lows are those points that you should focus on. 13

14 Let s look at our TEIQue Reports Self-Reflection Worksheet 1. My Global EI score is percentile. 2. Check off the band for your Global EI score: Above average: 70 to 99 percentile Average: 30 to 69 percentile Below Average: 1 to 29 percentile 3. My factor scores are: Well-Being percentile Self-Control percentile Emotionality percentile Sociability percentile 4. Comment on the variances of your factor scores from your Global EI score. Where are your factor scores significantly lower/higher than your Global EI score? 3 most lower and 3 most higher 14

15 At your table. 5. Identify the Well-Being facet where you scored highest and explain how this works positively for you in your current role. Does it ever work against you? 6. Identify the Self-Control facet where you scored lowest and explain how this sometimes works against you in your current role? 7. Refer to the Emotionality Factor. Identify the facet where you scored highest. How do you use this facet to contribute positively to work relationships? How does this facet sometimes work against you in work relationships? 8. Look at your facet scores for Emotion Perception and Emotion Expression. Think about the relationship between the two scores and consider how this would play out in a situation where you are dealing with a resident personal/professional issue. Where would you need to heighten your awareness or exercise more caution? 15

16 At your table 9. Refer to the Sociability Factor. Select the facet you use most to help you function well in social work settings and identify how it specifically contributes to your success. 10. Refer to the Self-Motivation facet. Think about how this plays out at work and the likely impact it may have on team members/direct reports. Also consider how your score plays into the level/type of support and motivating you need from your manager at work. 11. Refer to the Adaptability facet. Think about how you deal with change and relate it back to your score. 12. Consider your scores for the Emotion Regulation and Stress Management facets. What would the interplay of these scores look like in a situation which was emotionally charged and hostile and where you needed to make an important decision? What would your likely reaction be? What would the impact be on others around you? What is the take-away learning here to be most effective in these kinds of situations? 16

17 Chief Resident 17

18 Strategies for Development Plans 1. Choose a facet of the TEIQue Report that you would like to enhance or improve that will benefit your personal or work life. 2. In terms of that facet, what ways could you change how you feel and behave? 3. Choose one good idea (from handout). 4. Make sure you take time to practice changing your behavior every day. 5. Share your development idea and plan with one person that you trust and has 18 your best interest at heart.

19 Lisa Lisa Klaehn Senior Consultant Thomas International Inc. Direct: Office: Ext 252 Toll Free: (Customer & Tech Support) Fax: What are your people-challenges? Thomas International will be pleased to offer a complimentary and confidential TEIQue assessment. Please just or call the toll free number (noted on the Fact Sheet), and in both cases state that you were at the CENTILE conference. This will ensure that your request gets funneled to Lisa Klaehn. She will set up your TEIQue assessment and offer a discussion about your results.

20 Social Responsibility Curriculum

21 ORBIT 1 ORBIT 2 Personal/Interpersonal Goal: To introduce learners to self-assessment and understanding of their own strengths and weaknesses, based on the 6 ACGME competencies Institutional/Community Goal: To educate learners about navigating through their own competing obligations and responsibilities Global Goal: To guide learners in recognizing their roles as global professionals (e.g., in technology/ innovation, education, service, environment, resource allocation) ORBIT 3

22

23 Orbit 1: Personal/Interpersonal Goal Objective Suggested Activity/Learning Tool Develop an awareness/ understanding of the importance of self-assessment for personal growth and professional development. Didactic-based, selfassessment tests, professional & faculty development Suggested Assessment Tool VARK, TEIQue, Myers-Briggs, Gardner s Suggested General Surgery Milestone PBLI 2, 3 To introduce the learner to the ability to self-assess and understand one s strengths and weaknesses. Acquire skills for accurate selfassessment, especially of interpersonal and communication skills and professionalism. Effectively utilize self-assessment in cultivating and improving interpersonal and communication skills with (a) patients, (b) colleagues, (c) members of the multidisciplinary / interdisciplinary health care team. Assessment tests, reflective exercises, development of portfolio, professional & faculty development Creation of personal development goals, mentoring, coaching, professional & faculty development Reflective piece, portfolio, self-assessment tools, patient evaluation, peer evaluation, 360 evaluation, standardized patients Reflective piece, Direct observation, patient evaluation, peer evaluation, 360 evaluation, standardized patients PBLI 2, 3 PROF 1 PBLI 1, 2, 3 PROF 1, 2 ICS 1, 2, 3

24 Questions Marie Hunsinger, RN, BSHS Nicole Woll, PhD, MEd Mohsen Shabahang, MD, PhD

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