Professional Competency Development Utilizing Emotional Intelligence In Medical Programs

<p>The purpose of this mixed methods study was to examine the perceptions of physician assistant faculty about emotional intelligence. The study sought to determine PA educators’ familiarity with EI as a construct and to elicit perceived barriers in implementing EI within PA educational programs. The data were collected from a both a focus group of physician assistant faculty was convened from a university in New England and an online cross-sectional survey of randomized physician assistant faculty throughout the United States. The quantitative portion of the research investigated the perceptions faculty held about emotional intelligence. Additionally, the survey asked participants to identify the professional competencies students struggle with most often. Finally, the survey asked about faculty perceptions of barriers to implementing curriculum that addresses the development of emotional intelligence. Findings from the research determined physician assistant faculty were aware of emotional intelligence as a concept. The focus group and those participating in the online survey perceived professionalism as the most significant struggle for students. Additionally, both groups identified time as the greatest barrier in adopting emotional intelligence as a construct within the curriculum. The findings contribute to the gap of knowledge that exists in physician assistant educational literature on emotional intelligence and its use in graduate medical programs. The research serves as a springboard to examine ways to efficiently implement emotional intelligence training within the graduate medical school curriculum.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2019

Author dc:creator

• Carlin, Christopher

Contributors dc:contributor

• Michelle Collay
• Brianna Parsons
• Mary Riepenhoff

• Curriculum and Instruction
• Educational Assessment, Evaluation, and Research
• Educational Leadership
• Higher Education Administration

Repository record dc:identifier

https://dune.une.edu/theses/261

OAI identifier oai:identifier

oai:dune.une.edu:theses-1260